(‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ‬

.(‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ‬

9
‫ﻓﻠﻮﺡ ﺃﺣﻤﺪ‬

‫ﻣﻠﺨﺺ‬
‫ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺗﺄﺛﻴﺮ‬،‫ھﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻄﻠﺒﺔ‬
38 ‫ ﻭﻟﺘﺤﻘﻴﻖ ﺃھﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻢ ﺇﻋﺪﺍﺩ ﺍﺳﺘﺒﻴﺎﻥ ﺗﻜﻮﻥ ﻣﻦ‬.‫ﻣﺘﻐﻴﺮﻱ ﺍﻟﺠﻨﺲ ﻭﺍﻟﺘﺨﺼﺺ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻠﺒﺔ‬
،‫ ﻭﺑﻌﺪ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‬،‫ ﻭﺑﻌﺪ ﺍﻷﺳﺎﺗﺬﺓ‬،‫ ﺑﻌﺪ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻨﺎھﺞ‬،‫ ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ‬،‫ﻋﺒﺎﺭﺓ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺧﻤﺲ ﺃﺑﻌﺎﺩ‬
‫ ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻣﻦ ﺗﺨﺼﺺ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‬80 ‫ ﻭﻗﺪ ﻭﺯﻉ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ‬.‫ﻭﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ‬
‫ ﻭﺃﺳﻔﺮﺕ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﻣﻨﺢ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‬.‫ﻟﻤﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﺎﻟﻤﺮﻛﺰ ﺍﻟﺠﺎﻣﻌﻲ ﻏﻠﻴﺰﺍﻥ‬
‫ ﻭﺩﺭﺟﺔ‬،‫ ﻭﻟﻠﺒﺮﺍﻣﺞ ﻭﻟﻠﺘﺨﺼﺼﺎﺕ ﻭﻟﻠﻤﻘﺮﺭﺍﺕ‬،‫ ﻭﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻟﻨﻔﺴﻪ‬،‫ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ ﻭﺗﺒﻴﻦ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ‬.‫ ﻭﻟﻺﺩﺍﺭﺓ‬،‫ ﻭﺩﺭﺟﺔ ﻣﻨﺨﻔﻀﺔ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺋﺪ‬،‫ﻣﺘﻮﺳﻄﺔ ﻟﻸﺳﺘﺎﺫ‬
‫ ﻭﻭﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻳﻌﺰﻯ ﻟﺘﺨﺼﺺ ﺍﻟﻄﻠﺒﺔ ﻓﻲ‬،‫ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ‬
.‫ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‬
.‫ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ؛ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ؛ ﻣﺸﻜﻼﺕ ﺃﻛﺎﺩﻳﻤﻴﺔ‬:‫ﺍﻟﻜﻠﻤﺎت ﺍﻟﻤﻔﺘﺎﺣﯿﺔ‬

The study aimed at uncovering the academic reality of the university student
from the students point of view. To achieve the objectives of the study, a
questionnaire was prepared containing 38 phrases related to five dimensions:
student dimension, dimension of programs and methods, teachers dimension,
academic climate dimension and administration dimension. The questionnaire
was distributed to a sample of 80 psychology students belonging to the institute
of humanities and social science in the University Center of Relizane. The results
demonstrated that there is a middle degree of the academic reality and an
acceptable degree of oneself and programs. There is a middle degree of teacher
and a low degree of the prevailing academic climate and the administration.
There were no statistically significant differences between males and females in
their view of the academic reality of the university student. Data show
statistically significant difference due to the effect of specialization on the
student’s view of the academic reality of the university student.
: University student; Academic reality; Academic problems.

.‫ ﺍﻟﺠﺰﺍﺋﺮ‬،‫ ﻏﻠﻴﺰﺍﻥ‬،‫ ﻣﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺠﺎﻣﻌﻲ ﺃﺣﻤﺪ ﺯﺑﺎﻧﺔ‬9

ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻣﻘﺪﻣـﺔ‬
‫ﺗﻘﻮﻡ ﺍﻟﺠﺎﻣﻌﺔ ﻋﻠﻰ ﻋﻨﺎﺻﺮ ﻣﺎﺩﻳﺔ‪ ،‬ﻛﺎﻟﺒﻨﺎءﺍﺕ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﻤﻜﺘﺒﺎﺕ‪ ،‬ﻭﻋﻠﻰ ﻋﻨﺎﺻﺮ ﺑﺸﺮﻳﺔ ﻛﺎﻷﺳﺎﺗﺬﺓ‬
‫ﻭﺍﻟﻄﻠﺒﺔ ﻭﺍﻹﺩﺍﺭﻳﻴﻦ‪ .‬ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ ھﻲ ﺍﻟﻤﺘﺤﻜﻤﺔ ﻓﻲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻤﺎﺩﻳﺔ‪ ،‬ﻭھﻲ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﻟﻬﺎ ﻣﻌﻨﻰ‪.‬‬
‫ﻭﺍﻷﻣﻢ ﺍﻟﺘﻲ ﺻﻨﻌﺖ ﻣﻜﺎﻥ ﻟﻨﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻓﻲ ﺗﺤﻘﻴﻖ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﻓﻲ ﺗﺤﻘﻴﻖ ﺍﻟﺮﻗﻲ ﺍﻟﻤﺎﺩﻱ ﻭﺍﺗﺨﺬﺕ ﻣﻦ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻜﻮﻳﻦ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻭﺍﻟﻤﻬﻨﻲ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺎﻟﻲ ﺧﺎﺻﺔ ﻭﺳﻴﻠﺔ ﻹﻋﺪﺍﺩ ﻗﻮﺓ ﻭﺛﺮﻭﺓ ﺑﺸﺮﻳﺔ ﺗﻜﻮﻥ ﺳﺒﺒﺎ ﻓﻲ ﺧﻠﻖ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻤﺎﺩﻳﺔ‪ ،‬ﻭﺗﺤﻘﻴﻖ ﺍﻻﺳﺘﻘﻼﻝ‬
‫ﻭﺍﻟﻜﻔﺎﻳﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻓﻲ ﻣﺨﺘﻠﻒ ﺍﻟﻘﻄﺎﻋﺎﺕ‪.‬‬
‫ﻭﻳﻤﺜﻞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﻗﻤﺔ ﺍﻟﻬﺮﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻳﻀﻢ ﺩﺍﺧﻞ ﻣﺆﺳﺴﺎﺗﻪ ﺃﻋﺪﺍﺩ ھﺎﺋﻠﺔ ﻣﻦ ﺧﻴﺮﺓ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﻳﻨﺘﻈﺮ ﻣﻦ‬
‫ھﺬﺍ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻜﺜﻴﺮ ﻓﻲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ ﺍﻟﻤﺴﺘﻮﻯ ﻟﻜﺎﻓﺔ ﻗﻄﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ‬
‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻭﻳﻤﺜﻞ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﺜﺮﻭﺓ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻤﺘﻤﻴﺰﺓ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺘﻲ ﺗﺤﺮﺹ ﺍﻷﻣﻢ ﻋﻠﻰ ﺇﻳﻼﺋﻬﺎ‬
‫ﺍﻷھﻤﻴﺔ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻓﻬﻲ ﺗﻤﺜﻞ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺸﺒﺎﺑﻴﺔ ﺍﻟﻨﺎﺟﺤﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﺍﻟﺘﻲ ﺗﺤﻤﻞ ﻟﻮﺍء ﺍﻟﻌﻠﻢ ﻭﺍﻟﻤﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﺗﻤﺜﻞ ﻣﺴﺘﻘﺒﻞ ﺍﻟﺪﻭﻝ ﻭﺍﺳﺘﻤﺮﺍﺭﻳﺘﻬﺎ ﻭﻧﻬﻀﺘﻬﺎ ﻭﺗﻄﻮﺭھﺎ‪ .‬ﻭﺍﻟﺘﻲ ﻻﺑﺪ ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻴﻬﺎ ﺻﻔﺎﺕ ﻣﻌﻴﻨﺔ ﻭﺧﺼﺎﺋﺺ‬
‫ﻣﺤﺪﺩﺓ ﻳﺤﺼﺮھﺎ )ﻓﺮﺝ‪ (1988 ،‬ﻓﻲ ﺧﺎﺻﻴﺘﻴﻦ ﻣﻬﻤﺘﻴﻦ ﻭﺃﺳﺎﺳﻴﺘﻴﻦ ﺗﻤﻴﺰ ﺷﺨﺼﻴﺔ ﺍﻟﻄﺎﻟﺐ‪ :‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻨﻮﻉ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺪﺍﻓﻊ ﺇﻟﻰ ھﺬﺍ ﺍﻟﺘﻌﻠﻢ"‪ .‬ﻭﻻﺑﺪ ﻟﻬﺬﻳﻦ ﺍﻟﺸﺮﻁﻴﻦ ﺃﻥ ﻳﺘﻮﺍﻓﺮﺍ ﻣﻌﺎ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻼﺯﻡ ﻭﺇﻻ ﺍﺳﺘﺤﺎﻟﺖ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻧﺨﻔﻀﺖ ﻛﻔﺎءﺗﻬﺎ"‪ .‬ﻭﺍﻟﻘﺪﺭﺓ ﻣﻘﺼﻮﺩ ﺑﻬﺎ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻹﻣﻜﺎﻧﻴﺎﺕ‬
‫ﻭﺍﻟﻤﺆھﻼﺕ ﺍﻟﻤﺘﻮﻓﺮﺓ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﺘﻲ ﺗﺘﻨﺎﺳﺐ ﻭﻧﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺃﻣﺎ ﺍﻟﺪﺍﻓﻊ ﻓﻬﻮ ﺍﻟﺮﻏﺒﺔ ﻭﺍﻟﻤﻴﻞ ﻭﺍﻹﺭﺍﺩﺓ‬
‫ﻭﺍﻟﺤﻤﺎﺱ ﻟﻠﺘﻌﻠﻢ ﻭﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﻓﻴﻪ‪ ،‬ﻭھﻮ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺍﻟﻤﺘﻌﻠﻢ ﻣﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻗﺪﺭﺍﺗﻪ ﻭﺇﻣﻜﺎﻧﻴﺎﺗﻪ ﻓﻲ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻭﺍﻟﺘﺤﺼﻴﻞ ﻭﺍﻟﺘﻔﻮﻕ‪ ،‬ﻭﺗﻘﻮﻳﺔ ﺍﻟﺪﺍﻓﻊ ﻧﺤﻮ ﺍﻟﺪﺭﺍﺳﺔ ﻳﻜﻮﻥ ﺑﺘﻬﻴﺌﺔ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﻤﺎﺩﻳﺔ ﻭﺍﻟﻤﻌﻨﻮﻳﺔ‬
‫ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻟﺘﺮﻓﻴﻬﻴﺔ‪ ،‬ﻭﺧﻠﻖ ﺍﻷﺟﻮﺍء ﺍﻟﻤﺮﻳﺤﺔ ﺩﺍﺧﻞ ﺍﻟﻤﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻣﻦ ﺃﺟﻞ‬
‫ﺗﻘﻮﻳﺔ ﺍﻟﺪﻭﺍﻓﻊ ﻧﺤﻮ ﺍﻟﺘﻌﻠﻢ ﺑﻤﺎ ﻳﺴﻤﺢ ﺑﺎﺳﺘﻐﻼﻝ ﺍﻟﻄﻼﺏ ﻟﻤﺨﺘﻠﻒ ﺇﻣﻜﺎﻧﻴﺎﺗﻬﻢ ﻣﻦ ﺃﺟﻞ ﺍﻟﻨﺠﺎﺡ‪.‬‬
‫ﻭﺗﻌﺘﺒﺮ ﻭﻅﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺠﺎﻣﻌﻲ ﺍﻟﻮﻅﻴﻔﺔ ﺍﻷﻭﻟﻰ ﻭﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﻭﺍﻷﻣﻢ‪ .‬ﻭھﻲ " ﻣﻦ ﺃھﻢ‬
‫ﺍﻟﻮﻅﺎﺋﻒ ﺍﻟﺘﻲ ﺍﺭﺗﺒﻄﺖ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻨﺬ ﻧﺸﺄﺗﻪ ﻓﻲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ‪ ،‬ﻓﻬﻲ ﺍﻟﻤﺴﺆﻭﻟﺔ ﻋﻦ ﺍﻹﻋﺪﺍﺩ‬
‫ﻟﻠﻤﻬﻦ ﺍﻟﻤﺨﺘﻠﻔﺔ )ﺭﺷﻮﺍﻥ‪ ،‬ﻭﺣﺴﻴﻦ‪ .(2006 ،‬ﻭ" ھﺬﺍ ﺍﻟﺪﻭﺭ ﻻ ﻳﻘﻒ ﻋﻨﺪ ﻣﺠﺮﺩ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﺎ ﻳﺮﺗﺒﻂ ﺑﻪ ﻣﻦ‬
‫ﺇﻋﺪﺍﺩ ﻟﻠﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻘﻮﻳﻢ ﻭﻏﻴﺮھﺎ‪ ،‬ﻭﺇﻧﻤﺎ ﻳﺘﺠﺎﻭﺯھﺎ ﻟﻴﺸﻤﻞ ﺃﺩﻭﺍﺭﺍ ﺃﺧﺮﻯ‪...‬ﺣﻴﺚ ﺇﻧﻪ ﻣﻄﺎﻟﺐ‬
‫ﺑﺎﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﻼﺏ ﻭﺍﻹﻟﻤﺎﻡ ﺍﻟﻮﺍﻋﻲ ﺑﺤﺎﺟﺎﺗﻬﻢ ﻭﻋﻮﺍﻣﻞ ﺗﻨﻤﻴﺔ ﺷﺨﺼﻴﺎﺗﻬﻢ‪ ،‬ﻭﺗﻔﻬﻢ ﻣﺸﺎﻋﺮھﻢ ﻭﺃﺣﺎﺳﻴﺴﻬﻢ‬
‫)ﺳﻜﺮﺍﻥ‪ .(2001 ،‬ﻭﻧﻈﺮﺍ ً ﻷھﻤﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻩ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻮﻅﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻠﺠﺎﻣﻌﺔ‪ ،‬ﻓﺈﻥ‬
‫ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﺗﺴﻌﻰ ﻣﻦ ﺧﻼﻝ ھﺬﻩ ﺍﻟﻮﻅﻴﻔﺔ ﺇﻟﻰ ﺗﺤﻘﻴﻖ ﺃھﺪﺍﻓﻬﺎ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ ﻣﺠﺎﻝ ﺇﻋﺪﺍﺩ ﺍﻟﻜﻮﺍﺩﺭ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻤﺆھﻠﺔ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺗﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺑﻔﺎﻋﻠﻴﺔ‪ .‬ﻓﺎﻟﺠﺎﻣﻌﺎﺕ ﻗﺒﻞ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﺍﻛﺰ ﻟﻠﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﻳﻜﻮﻥ ﻟﻬﺎ ﻧﺸﺎﻁ ﻭﺍﺿﺢ ﻓﻲ ﺧﺪﻣﺔ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻬﻲ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﻣﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺪﺭﻳﺴﻴﺔ )ﺍﻟﺜﺒﻴﺘﻲ ﻓﻲ ﺍﻟﺴﺒﻴﻌﻲ‪،‬‬
‫‪ .(2006‬ﻭﻟﻘﺪ ﺑﻴﻦ ﺍﻟﺜﺒﻴﺘﻲ )‪ (1997‬ﻓﻲ ﺩﺭﺍﺳﺔ ﺗﺤﻠﻴﻠﻴﺔ ﻧﻘﺪﻳﺔ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺲ ﻛﻮﻅﻴﻔﺔ ﺃﺳﺎﺳﻴﺔ ﻣﻦ ﻭﻅﺎﺋﻒ‬
‫ﺍﻟﺠﺎﻣﻌﺔ‪ ،‬ﺃھﻤﻴﺔ ﻭﻅﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺣﻴﺚ ﺇﻧﻬﺎ ﺗﺄﺗﻲ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻮﻅﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻠﺠﺎﻣﻌﺔ‪ ،‬ﻭﺃﻥ ﺟﻤﻴﻊ ﻣﺆﺳﺴﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﺗﺸﺘﺮﻙ ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﺷﻜﺎﻟﻬﺎ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺨﺼﺎﺋﺺ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺠﺎﻣﻌﻲ‪َ ،‬ﺑﻴﱠﻦ ﺍﻟﺒﺎﺣﺚ‬
‫ﺃﻧﻪ ﻳﻤﻜﻦ ﺗﺼﻨﻴﻔﻬﺎ ﻓﻲ ﺛﻼﺙ ﻓﺌﺎﺕ ھﻲ‪ :‬ﺍﻟﺠﺎﻧﺐ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ .‬ﻭﻳﺸﻤﻞ‬
‫ﺍﻟﺠﺎﻧﺐ ﺍﻷﻭﻝ ﺍﻟﻌﻠﻤﻲ‪ :‬ﺗﻤﻜﻦ ﻋﻀﻮ ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﻣﺎﺩﺗﻪ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺍﻻھﺘﻤﺎﻡ ﺑﻤﺠﺎﻟﻪ ﺍﻟﻤﻬﻨﻲ ﻭﻣﺘﺎﺑﻌﺔ ﻛﻞ‬
‫ﺗﻄﻮﺭ ﺟﺪﻳﺪ‪ ،‬ﺍﻟﺘﺤﺴﻦ ﺍﻟﻤﺴﺘﻤﺮ ﻓﻲ ﻣﺴﺘﻮﻯ ﻋﻀﻮ ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻜﺮﻱ ﻭﺍﻟﻌﻠﻤﻲ‪ .‬ﺃﻣﺎ ﺟﺎﻧﺐ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻓﻴﺸﻤﻞ‪ :‬ﺍﻹﻋﺪﺍﺩ ﺍﻟﺠﻴﺪ ﻟﻠﻤﺤﺎﺿﺮﺓ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻋﺮﺽ ﺍﻟﻤﺎﺩﺓ ﻟﻠﻄﻼﺏ ﺑﺸﻜﻞ ﻣﺸﻮﻕ ﻭﻣﻨﻈﻢ‪،‬‬
‫ﻭﺿﻊ ﻣﻌﺎﻳﻴﺮ ﻣﺤﺪﺩﺓ ﻭﻭﺍﺿﺤﺔ ﻟﺘﻘﻮﻳﻢ ﺃﺩﺍء ﺍﻟﻄﻼﺏ‪ ،‬ﺍﻟﻌﺪﺍﻟﺔ ﻓﻲ ﺗﻘﻮﻳﻢ ﺃﺩﺍء ﺍﻟﻄﻼﺏ‪ ،‬ﺗﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ‬
‫ﺍﻟﻤﺸﺎﺭﻛﺔ ﺍﻹﻳﺠﺎﺑﻴﺔ ﺍﻟﻔﺎﻋﻠﺔ ﺃﺛﻨﺎء ﺍﻟﻤﺤﺎﺿﺮﺍﺕ )ﺍﻟﺴﺒﻴﻌﻲ‪ .(2006 ،‬ﻭﻳﺬﻛﺮ ﻣﻌﻤﺮﻳﺔ )‪ (2007‬ﺃﻥ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ھﻮ ﺍﻟﻤﻬﻤﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻸﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﺗﺘﻀﻤﻦ ﻋﺪﺓ ﻣﻬﻤﺎﺕ ھﻲ‪ :‬ﺍﻟﺘﺨﻄﻴﻂ ﻹﻋﺪﺍﺩ ﺍﻟﺪﺭﻭﺱ ﻭﺇﻟﻘﺎﺋﻬﺎ‪ ،‬ﺗﺄﻟﻴﻒ‬
‫ﺍﻟﻜﺘﺐ ﻓﻲ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺬﻱ ﻳﺪﺭﺳﻪ ﺍﻷﺳﺘﺎﺫ‪ ،‬ﺗﻄﻮﻳﺮ ﻣﻨﺎھﺞ ﺍﻟﺘﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺬﻱ ﻳﺪﺭﺳﻪ‪ ،‬ﺍﻟﻌﻤﻞ ﻓﻲ‬
‫ﺍﻟﻠﺠﺎﻥ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ‪ ،‬ﺇﺗﻘﺎﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻲ ﻳﺪﺭﺱ ﺑﻬﺎ‪.‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻭﺍﻟﻮﺍﻗﻊ ﺍﻟﺤﺎﻟﻲ ﻟﻠﺘﺪﺭﻳﺲ ﻳﻨﺒﺄ ﺑﻮﺟﻮﺩ ﻧﻘﺎﺋﺺ ﺣﻴﺚ ﺑﻴﻨﺖ ﺩﺭﺍﺳﺎﺕ )ﻣﻨﺼﻮﺭﻱ‪ (1996 ،‬ﻭ )ﻋﻮﺍﺷﺮﻳﺔ‪،‬‬
‫‪ (2003‬ﻭﺟﻮﺩ ﻧﻘﺺ ﻓﻲ ﻣﺨﺘﻠﻒ ﺻﻔﺎﺕ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﺩﺭﺍﺳﺔ ﻁﻌﻤﻴﺔ ﻭﺍﻟﺒﻨﺪﺭﻱ )‪ (2004‬ﺃﻥ‬
‫ﻁﻠﺒﺔ ﺍﻟﺠﺎﻣﻌﺔ ﻟﻢ ﻳﺤﻘﻘﻮﺍ ﻣﺎ ﻳﻨﺒﻐﻲ ﺗﺤﻘﻴﻘﻪ ﻣﻦ ﺃﺑﻌﺎﺩ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺍﻟﺘﻌﻠﻢ ﻟﺘﻌﻤﻞ‪ ،‬ﺍﻟﺘﻌﻠﻢ ﻟﺘﻜﻮﻥ‪ ،‬ﺍﻟﺘﻌﻠﻢ ﻟﻤﺸﺎﺭﻛﺔ‬
‫ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺇﺣﺴﺎﺱ ﺍﻟﻄﻠﺒﺔ ﺑﻘﺼﻮﺭ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﺍﻹﻳﻔﺎء ﺑﻤﺴﺘﻠﺰﻣﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺕ ﻋﻤﻠﻴﺘﻲ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﻌﻠﻢ‪ .‬ﻭﺃﺛﺒﺘﺖ ﺩﺭﺍﺳﺔ ﻗﺮﻳﺸﻲ ﻭﺃﺑﻲ ﻣﻮﻟﻮﺩ )‪ (2003‬ﻭﺟﻮﺩ ﺧﻠﻞ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻭﻋﺪﻡ ﺭﺿﻰ ﺍﻟﻄﻠﺒﺔ‬
‫ﻭﺇﺣﺴﺎﺳﻬﻢ ﺑﺎﻟﻈﻠﻢ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻷﺳﺎﺗﺬﺓ‪.‬‬
‫ﺇﻥ ﻋﺪﻡ ﺗﺤﺪﻳﺪ ﺃھﺪﺍﻑ ﺍﻟﺠﺎﻣﻌﺔ ﺗﺤﺪﻳﺪﺍ ﺩﻗﻴﻘﺎ ﻳﺘﻤﺎﺷﻰ ﻭﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺤﺎﺻﻠﺔ ﻓﻲ ﺍﻟﻤﺠﺗﻤﻊ ﻭﺍﻟﻌﺎﻟﻢ ﺗﺮﻙ ﺁﺛﺎﺭ‬
‫ﺳﻠﺒﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﻧﻠﻤﺴﻬﺎ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻧﻼﺣﻈﻪ ﻣﻦ ﻋﺪﻡ ﻣﻼﺋﻤﺔ ﺍﻟﺨﺮﻳﺠﻴﻦ ﻻﺣﺘﻴﺎﺟﺎﺕ ﻣﺠﺘﻤﻌﻨﺎ‪ ،‬ﻓﻨﺠﺪ ﻣﺜﻼ ﺃﻥ‬
‫ﺍﻟﺠﺎﻣﻌﺔ ﺗﺨﺮﺝ ﺃﻓﺮﺍﺩﺍ ﻓﻲ ﺗﺨﺼﺼﺎﺕ ﺗﺰﻳﺪ ﻋﻦ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻗﺪ ﻻ ﻳﺤﺘﺎﺟﻬﺎ ﺃﺻﻼ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪،‬‬
‫ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﺸﺘﺪ ﻓﻴﻪ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺧﺮﻳﺠﻴﻦ ﻓﻲ ﺗﺨﺼﺼﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﻭﺣﺘﻰ ﺇﻥ ﻭﺟﺪ ھﺆﻻء ﺍﻟﺨﺮﻳﺠﻴﻦ ﻗﺪ‬
‫ﻳﻜﻮﻧﻮﻥ ﺩﻭﻥ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻤﻄﻠﻮﺏ )ﺑﺮﺍھﻤﻲ‪.(2005 ،‬‬
‫ﻭﻓﻲ ﻭﺍﻗﻊ ﺍﻟﺤﺎﻝ ﻳﻌﺎﻧﻲ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻣﻌﻲ ﺣﺴﺐ ﺍﻟﻜﺒﻴﺴﻲ ﻭﺍﻟﺠﻨﺎﺑﻲ )‪ (1986‬ﻣﻦ ﻣﺸﻜﻼﺕ ﻣﺨﺘﻠﻔﺔ ﺩﺍﺧﻞ‬
‫ﺍﻟﺠﺎﻣﻌﺔ ﺗﺘﻤﺜﻞ ﻓﻲ ﻋﻼﻗﺔ ﺍﻟﻄﻠﺒﺔ ﺑﺎﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﻁﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻟﻐﻴﺎﺏ ﻋﻦ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ‪ ،‬ﻭﺍﻧﺨﻔﺎﺽ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺍﻟﺘﺸﺪﺩ ﻓﻲ ﺍﻟﻌﻼﻣﺎﺕ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﻟﻤﻨﺎھﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺿﻌﻒ ﺍﻹﺭﺷﺎﺩ‬
‫ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺿﻌﻒ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺨﻮﻑ ﻣﻦ ﻋﺪﻡ ﺍﻟﻨﺠﺎﺡ )ﺍﻟﻘﻴﺴﻲ‪ .(2014،‬ﻭﺃﻭﺿﺤﺖ ﺩﺭﺍﺳﺔ )ﻁﻪ‪ ،‬ﺃﺑﻮ‬
‫ﺣﻮﻳﺞ‪ ،(1406 ،‬ﺍﻟﺘﻲ ھﺪﻓﺖ ﺇﻟﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﺗﺠﺎھﺎﺕ ﺍﻟﻄﻼﺏ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﺣﻮﻝ ﺃھﻢ ﻗﻀﺎﻳﺎ ﺗﻌﻠﻴﻤﻬﻢ‬
‫ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻟﻠﺨﺮﻭﺝ ﺑﺮﺅﻳﺔ ﺗﺤﺪﺩ ﺃھﻢ ﻣﻼﻣﺢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺬﻱ ﻳﺤﻘﻖ ﺁﻣﺎﻟﻬﻢ‪ ،‬ﻭﻳﻠﺒﻲ ﺍﺣﺘﻴﺎﺟﺎﺗﻬﻢ‪ ،‬ﻭﻳﺮﺍﻋﻲ ﺍھﺘﻤﺎﻣﺎﺗﻬﻢ‬
‫ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ ﻭﺃﺷﻤﻞ ﻋ ﱠﻤﺎ ھﻮ ﻗﺎﺋﻢ‪ .‬ﻭﻗﺪ ﺷﺎﺭﻛﺖ ﻓﻴﻬﺎ ﻋﻴﻨﺔ ﻣﻦ ‪ 245‬ﻁﺎﻟﺒًﺎ ﻭﻁﺎﻟﺒﺔً ﻣﻦ ﻋﺪﺓ ﻛﻠﻴﺎﺕ ﺑﺠﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﻟﺬﻱ ﺗﻀﻤﻦ ﻣﺪﻯ ﺗﻔﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﻘﺎﺋﻢ ﺑﺎﻟﺠﺎﻣﻌﺔ‪ ،‬ﻭﻣﻜﻮﻧﺎﺕ ﺑﺮﺍﻣﺠﻬﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ‪،‬‬
‫ﻭﺗﻮﺍﺯﻧﻬﺎ‪ ،‬ﻭﻣﺪﻯ ﺍﺭﺗﺒﺎﻁ ﻣﺎ ﻳﺪﺭﺳﻮﻧﻪ ﺑﻮﺍﻗﻊ ﺣﻴﺎﺗﻬﻢ ﻭﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻤﻘﺮﺭﺍﺕ‪ ،‬ﻭﺗﻘﻮﻳﻢ‬
‫ﺃﻥ ﺍﻟﻄﻼﺏ‬ ‫ﺃﻋﻀﺎء ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻟﺠﻬﻮﺩھﻢ‪ ،‬ﻭﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺍﻹﻣﻜﺎﻧﺎﺕ ﻟﺨﺪﻣﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺃﻅﻬﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﱠ‬
‫ﻭﺃﻥ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻨﺎﺳﺒﺔ ﻭﻣﺘﻮﺍﺯﻧﺔ‪ ،‬ﻭﻣﺎ ﻳﺪﺭﺳﻪ‬‫ﻋﻠﻰ ﻭﻋﻲ ﺗﺎﻡ ﺑﻄﺒﻴﻌﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺠﺎﻣﻌﻲ ﺍﻟﻘﺎﺋﻢ‪ ،‬ﱠ‬
‫ﺍﻟﻄﻼﺏ ﺑﻌﻴﺪ ﻋﻦ ﻭﺍﻗﻊ ﺍﺣﺘﻴﺎﺟﺎﺗﻬﻢ‪ ،‬ﻭﻣﻦ ﺃﻛﺜﺮ ﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﺳﺘﺨﺪﺍﻣﺎ ﺃﺳﻠﻮﺏ ﺍﻟﻤﺤﺎﺿﺮﺓ )ﺍﻟﻴﺤﻴﻮﻱ ﻭ ﻏﻨﻴﻢ‪،‬‬
‫‪ .(2004‬ﻭﻛﺸﻔﺖ ﺩﺭﺍﺳﺔ ﺇﺣﺴﺎﻥ ﺍﻷﻏﺎ‪ ،‬ﻭﺻﻼﺡ ﺍﻟﺪﻳﻦ ﺃﺑﻮ ﻧﺎھﻴﺔ )‪ ،(1989‬ﺑﻌﻨﻮﺍﻥ "ﺑﻨﺎء ﻗﺎﺋﻤﺔ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﺪﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﻗﻄﺎﻉ ﻏﺰﺓ"‪ ،‬ﺍﻟﺘﻲ ھﺪﻓﺖ ﺇﻟﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻄﻠﺒﺔ‬
‫ﺍﻟﺠﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﻟﺬﻱ ﻁﺒﻖ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﺘﻜﻮﻧﺔ ﻣﻦ )‪ (657‬ﻁﺎﻟﺒﺎ‬
‫ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻣﻦ ﻛﻠﻴﺎﺕ ﺍﻵﺩﺍﺏ ﻭﺍﻟﺘﺠﺎﺭﺓ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﺮﺑﻴﺔ ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﺋﻤﺔ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻭﺃﻅﻬﺮﺕ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻄﻼﺏ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻣﻌﻈﻢ ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﻣﻨﻬﺎ‪ :‬ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﻟﺘﻘﻮﻳﻢ‪ ،‬ﻭﻟﻨﻈﺎﻡ ﺍﻷﻛﺎﺩﻳﻤﻲ‪ ،‬ﻭﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺠﺎﻣﻌﻲ ﻭﺍﻟﻤﺴﺘﻘﺒﻞ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻤﻬﻨﻲ‪ ،‬ﻭﻣﺤﺘﻮﻯ ﺍﻟﻤﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ )ﺍﻟﺒﻨﺎ ﻭ‬
‫ﺍﻟﺮﺑﻌﻲ‪ .(2006 ،‬ﺃ ﱠﻣﺎ ﺩﺭﺍﺳﺔ )ﺍﻟﻜﻨﺪﺭﻱ‪ ،(1993 ،‬ﺍﻟﺘﻲ ھﺪﻓﺖ ﺇﻟﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﻗﺪ ﺗﺆﺩﻱ ﺇﻟﻰ‬
‫ﺍﻧﺨﻔﺎﺽ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻟﻠﻄﺎﻟﺐ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻄﺎﻟﺐ ﺑﺠﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ .‬ﻭﻗﺪ ﻁﺒﻘﺖ ﻋﻠﻰ‬
‫ﺃﻥ ﺍﻟﻄﻼﺏ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﻜﻠﻴﺎﺕ ﺃﺭﺟﻌﻮﺍ ﺍﻧﺨﻔﺎﺽ‬ ‫ﻋﻴﻨﺔ ﻣﺘﻜﻮﻧﺔ ﻣﻦ ‪ 1020‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻣﻦ ﻋﺪﺓ ﻛﻠﻴﺎﺕ‪ ،‬ﺃﺳﻔﺮﺕ ﻋﻦ ﱠ‬
‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻟﻠﻄﺎﻟﺐ ﺇﻟﻰ ﻋﺪﻡ ﺭﻏﺒﺔ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﻧﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻖ ﺑﻬﺎ‪ ،‬ﻭﺇﻟﻰ ﺃﻋﻀﺎء ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻟﻌﺪﻡ ﺗﻤﻜﻨﻬﻢ ﻭﺇﺗﻘﺎﻧﻬﻢ ﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ )ﺍﻟﻴﺤﻴﻮﻱ‪ ،‬ﻭﻏﻨﻴﻢ‪ .(2004 ،‬ﻭﻋﻦ ﺩﻭﺭ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﺑﻴﻨﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻘﺼﺎﺏ ﻭﺍﻟﻄﺎﺋﻲ )‪ (1994‬ﺍﻟﺘﻲ ھﺪﻓﺖ ﺇﻟﻰ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍء ﺍﻟﺘﺪﺭﻳﺴﻲ ﺍﻟﺼﻔﻲ ﻟﻸﺳﺘﺎﺫ‬
‫ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﻗﺴﻢ ﺍﻹﺣﺼﺎء ﺑﻜﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻻﻗﺘﺼﺎﺩ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻮﺻﻞ‪ ،‬ﻭﺗﻜﻮﻧﺖ ﺍﻟﻌﻴﻨﺔ ﻣﻦ ‪ 80‬ﻁﺎﻟﺒﺎ‬
‫ﻭﻁﺎﻟﺒﺔ ﻣﻦ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﻡ ﺍﺳﺘﺒﻴﺎﻥ ﻣﺘﻜﻮﻥ ﻣﻦ ‪ 28‬ﻓﻘﺮﺓ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺛﻼﺙ ﻣﺠﺎﻻﺕ ھﻲ‪ :‬ﺍﻷﺩﺍء‬
‫ﺍﻟﺘﺪﺭﻳﺴﻲ ﻭﻋﺮﺽ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﺪﺭﻳﺴﻲ‪ .‬ﻭﺗﻮﺻﻞ ﺍﻟﺒﺤﺚ ﺇﻟﻰ ﺃﻥ ﺃﺩﺍء ﺍﻷﺳﺎﺗﺬﺓ ﻣﺮﺿﻲ‬
‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ )ﻣﺎھﺮ‪ .(2006،‬ﻭﻋﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻷﺳﺘﺎﺫ ﺃﻭﺿﺤﺖ ﺩﺭﺍﺳﺔ ﺍﻟﺨﺜﻴﻠﺔ )‪ (2000‬ﺍﻟﺘﻲ ﺍﺳﺘﻬﺪﻓﺖ‬
‫ﺗﺤﺪﻳﺪ ﺑﻌﺾ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﺘﻲ ﻳﻤﺎﺭﺳﻬﺎ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻤﺜﺎﻟﻴﺔ‬
‫ﺍﻟﺘﻲ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻤﺎﺭﺳﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻁﻼﺑﻪ‪ .‬ﻭﺍﺗﺨﺬﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺠﺘﻤﻌﺎ ً ﻣﻦ ﻁﺎﻟﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ‬
‫ﺳﻌﻮﺩ ﻟﻠﻌﺎﻡ ﺍﻟﺠﺎﻣﻌﻲ ‪ 1998/1997‬ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻭﻛﺎﻧﺖ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺍﺳﺘﻤﺎﺭﺓ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (60‬ﻓﻘﺮﺓ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﺗﻨﺎﻭﻟﺖ ﺳﺘﺔ ﻣﺤﺎﻭﺭ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ‪ :‬ﺃھﻤﻴﺔ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﻣﻌﺎﺭﻑ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﻭﺟﻬﺔ ﻧﻈﺮھﻢ‬
‫ﻛﺄﺩﺍﺓ ﻟﻠﻜﺸﻒ ﻋﻦ ﻭﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻧﺘﺠﻪ ﻓﻴﻬﺎ ﺇﻟﻰ ﺳﺒﻞ ﺗﺤﺴﻴﻦ ﻣﺴﺘﻮﻯ ﺃﺩﺍء ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺍﻷﻧﻤﺎﻁ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻤﺤﺎﺿﺮﺓ ﺳﻮﺍء ﺍﻟﺘﻘﻠﻴﺪﻱ ﺃﻭ ﺍﻟﻤﺘﻨﻮﻉ ﺃﻭ ﺍﻟﻤﻴﺪﺍﻧﻲ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﺤﻤﻞ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﻜﺒﺮﻯ ﻟﺘﻮﺻﻴﻞ‬
‫ﺍﻟﻤﻌﺮﻓﺔ‪ ،‬ﺑﻞ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﺮﺗﻜﺰﺓ ﻋﻠﻰ ﺍﻟﻘﺮﺍءﺍﺕ‬
‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﻟﺨﺒﺮﺍﺕ ﺍﻷﺧﺮﻯ ﻭﺍﻟﺨﺮﻭﺝ ﻋﻦ ﺍﻟﺮﻭﺗﻴﻦ ﺑﺤﻴﺚ ﻳﻨﻮﻉ ﺍﻟﻌﺮﺽ ﺑﺸﻜﻞ ﺟﻴﺪ ﻳﺴﻬﻢ ﻓﻲ ﺗﺤﻔﻴﺰ‬
‫ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺑﺬﻝ ﺍﻟﺠﻬﺪ ﻭﺗﻮﻅﻴﻒ ﻛﺎﻣﻞ ﻁﺎﻗﺎﺗﻬﻢ‪ ،‬ﻭﺿﺮﻭﺭﺓ ﺗﻨﻈﻴﻢ ﻭﺑﻨﺎء ﺍﻟﻤﺤﺎﺿﺮﺓ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺍﻟﻌﻤﻖ‬
‫ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﺎﺩﺓ ﺍﻟﻤﻌﻄﺎﺓ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﺮﺽ ﻭﺍﻟﺸﺮﺡ ﻭﺍﻟﻮﻗﺖ ﻭﺍﻻھﺘﻤﺎﻡ ﺑﺎﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻭﺃھﻤﻴﺔ ﺍﺳﺘﻴﻌﺎﺑﻬﺎ‬
‫ﻟﻔﻜﺮ ﺟﺪﻳﺪ ﻭﺇﺿﺎﻓﺔ ﻓﻲ ﺍﻟﻤﻌﺮﻓﺔ‪ ،‬ﺍﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﻻ ﻳﺼﻞ ﻓﻲ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﺇﻟﻰ ﺩﺭﺟﺔ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ‬
‫ﻣﻨﻪ‪ .‬ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﻟﻰ ﺣﺎﺟﺔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﻟﻰ‬
‫ﺗﺤﺴﻴﻦ ﺍﻟﻌﻄﺎء ﺍﻷﻛﺎﺩﻳﻤﻲ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺳﺒﻴﻞ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍء )ﺍﻟﺤﻜﻤﻲ‪،‬‬
‫‪.(2002‬‬
‫ﻭﻛﺸﻔﺖ ﺩﺭﺍﺳﺔ ﺍﺑﺘﺴﺎﻡ ﺍﻟﺠﻔﺮﻱ )‪ ،(2002‬ﻋﻦ ﺁﺭﺍء ﻁﺎﻟﺒﺎﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺩﺍء ﺍﻟﺘﺪﺭﻳﺴﻲ ﻷﻋﻀﺎء‬
‫ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﺍﺳﺘﻬﺪﻓﺖ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺁﺭﺍء ﻁﺎﻟﺒﺎﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺩﺍء‬
‫ﺍﻟﺘﺪﺭﻳﺴﻲ ﻷﻋﻀﺎء ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﺍﻟﻔﺮﻭﻕ ﺑﻴﻦ ﺁﺭﺍء ﺍﻟﻄﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻷﺩﺍء ﺍﻟﺘﺪﺭﻳﺴﻲ‬
‫ﻭﻓﻖ ﺟﻨﺲ ﻋﻀﻮ ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻲ ﻳﺪﺭﺳﻮﻥ ﺑﻬﺎ‪ .‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻣﺖ ﺍﺳﺘﺒﻴﺎﻧﺎ ﻣﻜﻮﻧﺎ ﻣﻦ ‪ 56‬ﻓﻘﺮﺓ‪،‬‬
‫ﻭﻗﺪ ﻁﺒﻖ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ‪ 298‬ﻁﺎﻟﺒﺔ‪ ،‬ﻭﻣﻦ ﺃھﻢ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﺃﻥ ﺃﺩﺍء ﺃﻋﻀﺎء ھﻴﺌﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺑﺸﻜﻞ ﻋﺎﻡ ﻣﻘﺒﻮﻝ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﻘﺮﺭ‪ ،‬ﻭﺍﻷﺩﺍء ﺍﻟﺘﺪﺭﻳﺴﻲ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﻣﺤﺘﻮﻳﺎﺕ ﺍﻟﻤﻘﺮﺭ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺇﻋﻄﺎء ﺍﻟﺪﺭﺟﺎﺕ؛ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻓﻲ ﻗﺎﻋﺔ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ؛‬
‫ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺧﺎﺭﺝ ﻗﺎﻋﺔ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ )ﺍﻟﺴﺒﻴﻌﻲ‪ .(2006 ،‬ﻭﻋﻦ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻷﺩﺍء ﺍﻟﻤﺮﺟﻮ‬
‫ﻭﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻸﺳﺘﺎﺫ‪ ،‬ﺗﻨﺎﻭﻟﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻴﺤﻴﻮﻱ ﻭ ﻏﻨﻴﻢ )‪" (2004‬ﺗﻘﻮﻳﻢ ﺍﻷﺩﺍء ﺍﻷﻛﺎﺩﻳﻤﻲ ﻟﻌﻀﻮ ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ"‪ ،‬ﻭھﺪﻓﺖ ﺇﻟﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺩﺍء ﺍﻷﻛﺎﺩﻳﻤﻲ‬
‫ﺍﻟﻮﺍﻗﻌﻲ ﻭﺍﻟﻤﺄﻣﻮﻝ ﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻣﻦ ﺣﻴﺚ‪ :‬ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻄﻼﺏ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﺧﻄﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻤﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺍﻟﻮﺍﺟﺒﺎﺕ‪،‬‬
‫ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﺑﻴﻦ ﺁﺭﺍﺋﻬﻢ ﻓﻲ ﺍﻷﺩﺍء ﺍﻟﻮﺍﻗﻌﻲ ﻭﺍﻟﻤﺄﻣﻮﻝ ﺗﺒﻌﺎ ً ﻟﻠﺠﻨﺲ ﻭﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻭﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﻗﺪ ﺗﺆﺩﻱ ﺇﻟﻰ ﻋﺪﻡ ﻗﻴﺎﻡ ﺃﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﺔ ﺑﺪﻭﺭﻩ ﺍﻷﻛﺎﺩﻳﻤﻲ‪ .‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ‬
‫ﺍﻟﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ‪ 1554‬ﻁﺎﻟﺒﺎ ً ﻭﻁﺎﻟﺒﺔ ﻣﻦ ﺍﻟﻤﺴﺘﻮﻳﻴﻦ ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﺮﺍﺑﻊ ﻣﻦ ﺟﻤﻴﻊ ﻛﻠﻴﺎﺕ ﺟﺎﻣﻌﺔ‬
‫ﺍﻟﻤﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‪ ،‬ﻭﻗﺪ ﺃﻋﺪ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺍﺳﺘﺒﺎﻳﺎﻧﺎ ﻣﻜﻮﻧﺎ ﻣﻦ ‪ 72‬ﻋﺒﺎﺭﺓ ﻣﻮﺯﻋﺔ ً ﻋﻠﻰ ﺳﺘﺔ ﻣﺠﺎﻻﺕ ﻭھﻲ‪ :‬ﺍﻟﻤﻬﺎﺭﺓ ﻓﻲ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻄﻼﺏ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﺧﻄﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻤﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺍﻟﻮﺍﺟﺒﺎﺕ‪،‬‬
‫ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻳﺮﻯ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺃﻥ ﺃﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﻋﺒﺪ‬
‫ﺍﻟﻌﺰﻳﺰ ﻳﺆﺩﻱ ﺩﻭﺭﻩ ﺍﻷﻛﺎﺩﻳﻤﻲ ﺍﻟﻮﺍﻗﻌﻲ )ﺣﺎﻟﻴﺎً( ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ؛ ﺃ ﱠﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺂﺭﺍء ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻷﺩﺍء‬
‫ﺍﻟﻤﺄﻣﻮﻝ ﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﺔ ﻟﻜﻞ ﺩﻭﺭ ﻣﻦ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﻬــﺎﺭﺓ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻳﺮﻭﻥ ﱠ‬
‫ﺃﻥ ﺍﻷﺳﺘـﺎﺫ ﻓﻲ ﺟﺎﻣﻌـﺔ ﺍﻟﻤﻠﻚ‬
‫ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻳﺆﺩﻱ ﻛﻞ ﺩﻭﺭ ﻣﻦ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﻬﺎﺭﺓ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺪﺭﺟﺔ ﺃﻗﻞ ﻣﻦ ﺍﻷﺩﺍء ﺍﻟﻤﺄﻣﻮﻝ‪ .‬ﻭﺗﺒﻴﻦ ﻣﻦ ﺫﻟﻚ‬
‫ﺣﺎﺟﺔ ﺃﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﺔ ﺇﻟﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻭھﺬﺍ ﻣﺎ ﺑﺤﺜﺖ ﻓﻴﻪ ﺩﺍﻭﺩ ﻣﺎھﺮ ﻣﺤﻤﺪ )‪ ،(2006‬ﻓﻲ ﺩﺭﺍﺳﺔ ھﺪﻓﺖ ﺇﻟﻰ ﻣﻌﺮﻓﺔ‬
‫ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻷﺳﺎﺗﺬﺓ ﺍﻟﺠﺎﻣﻌﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻷﺩﺍء ﺍﻟﻌﻠﻤﻲ ﻭﺇﺩﺍﺭﺓ ﻭﺗﻨﻈﻴﻢ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻓﻲ‬
‫ﺍﻟﺼﻒ‪ ،‬ﻭﻋﺮﺽ ﻭﺗﻘﺪﻳﻢ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺼﻔﻲ‪ ،‬ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﻟﺘﻘﻮﻳﻢ‪،‬‬
‫ﻭﺍﻟﻮﺍﺟﺒﺎﺕ‪ ،‬ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ‪ 109‬ﺃﺳﺘﺎﺫﺍ‪ ،‬ﻭ‪ 1014‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻣﻦ ﻛﻠﻴﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻤﻮﺻﻞ‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﻡ ﺍﺳﺘﺒﻴﺎﻥ ﻣﻜﻮﻥ ﻣﻦ ‪ 44‬ﻓﻘﺮﺓ‪ ،‬ﻭﺃﺳﻔﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﺃﻥ ﺍﻷﺩﺍء ﺍﻟﺼﻔﻲ ﻷﻋﻀﺎء ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻏﻴﺮ‬
‫ﻣﺮﺿﻲ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‪.‬‬
‫ﻭﻋﻦ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻭﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻣﻌﺔ ھﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﺎ‪ ،‬ﻭ ﺍﻟﺮﺑﻌﻲ )‪ (2006‬ﺇﻟﻰ ﺍﻟﺘﻌﺮﻑ‬
‫ﻋﺎ‪ ،‬ﻭﺇﻟﻰ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺠﻮھﺮﻳﺔ ﻓﻲ ﻣﺸﻜﻼﺕ ﻁﻠﺒﺔ ﺟﺎﻣﻌﺔ‬ ‫ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﺸﻜﻼﺕ ﻁﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺼﻰ ﺷﻴﻮ ً‬
‫ﺍﻷﻗﺼﻰ ﺑﻐﺰﺓ ﺍﻟﺘﻲ ﺗﻌﺰﻯ ﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﺨﺼﺺ ﻭﺍﻟﺠﻨﺲ ﻭﺍﻟﺤﺎﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻭﺗﻜﻮﻧﺖ‬
‫ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ‪ 200‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻣﻦ ﻁﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺼﻰ ﺑﻐﺰﺓ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺇﻟﻰ ﺃﻥ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻣﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺟﺎء ﺗﺮﺗﻴﺒﻬﺎ ﻓﻲ ﺍﻟﻤﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﺸﻜﻼﺕ ﺍﻟﻄﻼﺏ ﺑﻌﺪ ﻣﺸﻜﻼﺕ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻤﺒﺎﻧﻲ‬
‫ﺍﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ﻭﻟﻢ ﺗﺘﻀﺢ ﻓﺮﻭﻗًﺎ ﺗﻌﺰﻯ ﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺨﺼﺺ‪ .‬ﻭﺍﺗﻀﺢ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺗﻌﺰﻯ ﻟﻤﺘﻐﻴﺮ ﺍﻟﺠﻨﺲ ﻓﻲ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻹﻧﺎﺙ‪ .‬ﻭﻛﺬﻟﻚ ﻛﺸﻔﺖ ﺩﺭﺍﺳﺔ ﺳﻠﻴﻤﺎﻥ ﻭ ﺍﻟﺼﻤﺎﺩﻱ )‪ (2008‬ﻋﻦ ﻁﺒﻴﻌﺔ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻟﺪﻯ ﻁﻼﺏ ﻛﻠﻴﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﻭﺍﻟﻔﺮﻭﻕ ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻟﻤﺸﻜﻼﺕ ﻣﻦ ﺣﻴﺚ‬
‫ﺍﻟﺘﺨﺼﺺ‪ ،‬ﻭﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﺘﻜﻮﻧﺔ ﻣﻦ )‪ (500‬ﻁﺎﻟﺐ ﻣﻦ ﺧﻤﺲ ﻛﻠﻴﺎﺕ ﻟﻠﻤﻌﻠﻤﻴﻦ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻓﻲ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪ .2008/2007‬ﻭﺗﻢ ﺗﻄﺒﻴﻖ ﻗﺎﺋﻤﺔ ﺗﻀﻢ )‪ (43‬ﻣﺸﻜﻠﺔ ﺃﻛﺎﺩﻳﻤﻴﺔ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﺩﻟﺖ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺃﻥ ھﻨﺎﻙ ﻓﺮﻭﻗﺎ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺗﻌﺰﻯ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ‬
‫ﻓﺮﻕ ﺫﻱ ﺩﻻﻟﺔ ﻳﻌﺰﻯ ﻟﻠﺘﺨﺼﺺ‪ ،‬ﻭﺃﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﻛﺎﻧﺖ )‪ (19‬ﻣﺸﻜﻠﺔ ﻣﻦ ﺑﻴﻨﻬﺎ ﻭﺟﻮﺩ ﻣﻘﺮﺭﺍﺕ‬
‫ﻓﻲ ﺍﻟﺘﺨﺼﺺ ﻟﻴﺲ ﻟﻬﺎ ﻓﺎﺋﺪﺓ ﺗﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﺇﺗﺒﺎﻉ ﺑﻌﺾ ﺍﻷﺳﺎﺗﺬﺓ ﺃﺳﻠﻮﺑﺎ ﻣﻤﻼ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻋﺪﻡ ﺍھﺘﻤﺎﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺑﺎﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻄﻼﺏ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﻣﻌﻈﻢ ﺍﻟﻤﻘﺮﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺤﻔﻆ‪ ،‬ﻭﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺘﻄﻮﺭﺓ‪ ،‬ﻭﺗﺸﺪﺩ‬
‫ﺑﻌﺾ ﺍﻷﺳﺎﺗﺬﺓ ﻓﻲ ﻣﻨﺢ ﺍﻟﺪﺭﺟﺎﺕ‪ ،‬ﻭﻛﺜﺮﺓ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺘﻲ ﺗﻘﺪﻡ ﻓﻲ ﺍﻟﻤﺤﺎﺿﺮﺓ‪ ،‬ﻭﺳﻮء ﺗﻬﻮﻳﺔ ﻗﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻋﺪﻡ‬
‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻄﻼﺏ ﺫﻭﻱ ﺍﻟﺪﺧﻞ ﺍﻟﻤﺘﺪﻧﻲ‪ .‬ﺃﻣﺎ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻓﻜﺎﻥ ﻋﺪﺩھﺎ )‪ (19‬ﻣﻦ ﺑﻴﻨﻬﺎ ﻋﺪﻡ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﻭﻗﺖ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺻﻌﻮﺑﺔ ﺗﻮﺻﻴﻞ ﺍﻷﺳﺎﺗﺬﺓ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﻛﺜﺮﺓ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﻓﻲ ﺍﻟﻴﻮﻡ‬
‫ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻭﺗﺄﺧﺮ ﻣﻮﺍﻋﻴﺪ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﻣﺴﺎء‪ ،‬ﻭﺍﺯﺩﺣﺎﻡ ﻗﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺎﻟﻄﻼﺏ‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ ﻣﻘﺮﺭﺓ ﻟﺒﻌﺾ‬
‫ﺍﻟﻤﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺁﺧﺮﻳﻦ ﻓﻲ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﻋﺪﻡ ﺍﻟﺘﺰﺍﻡ ﺍﻷﺳﺎﺗﺬﺓ ﻓﻲ ﺳﺎﻋﺎﺗﻬﻢ ﺍﻟﻤﻜﺘﺒﻴﺔ‪ ،‬ﻭﺍﻻﻛﺘﻔﺎء‬
‫ﺑﺎﻟﺸﺮﺡ ﺍﻟﻨﻈﺮﻱ ﻟﻠﻤﺴﺎﻗﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻋﺪﻡ ﺍھﺘﻤﺎﻡ ﺍﻷﺳﺘﺎﺫ ﺑﻔﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﻤﺤﺎﺿﺮﺓ‪ ،‬ﻭﺳﺮﻋﺔ ﺍﻟﻤﺤﺎﺿﺮ ﻓﻲ ﺇﻟﻘﺎء‬
‫ﺍﻟﻤﺤﺎﺿﺮﺍﺕ‪ ،‬ﻭﺧﺮﻭﺝ ﺑﻌﺾ ﺍﻷﺳﺎﺗﺬﺓ ﻋﻦ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﺳﻮء ﺇﺿﺎءﺓ ﺍﻟﻘﺎﻋﺎﺕ‪ .‬ﻭﻛﺸﻔﺖ ﻓﻲ ﻧﻔﺲ ﺍﻟﺴﻴﺎﻕ ﺩﺭﺍﺳﺔ‬
‫ﺍﻟﻨﺠﺎﺭ )‪ (2009‬ﻋﻦ ﺃھﻢ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﻁﻠﺒﺔ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺮﺍﺑﻊ ﺑﻜﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻷﺯھﺮ ﺑﻐﺰﺓ ﺍﻟﻤﺘﺪﺭﺑﻴﻦ ﻓﻲ ﻣﺪﺍﺭﺱ ﻣﺤﺎﻓﻈﺎﺕ ﻏﺰﺓ‪ .‬ﻭﻗﺪ ﺷﻤﻠﺖ ﻋﻴﻨﺔ ﻗﻮﺍﻣﻬﺎ ‪ 120‬ﻁﺎﻟﺒًﺎ‬
‫ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﺳﺘﺒﻴﺎﻧًﺎ ﻣﻦ ﺇﻋﺪﺍﺩھﺎ ﺷﻤﻞ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺜﻼﺙ ﻟﻠﻤﺸﻜﻼﺕ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﺃھﻢ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﻟﺘﻲ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺟﺎءﺕ ﻓﻲ ﺍﻟﻤﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ )‪ (63.7 %‬ﺑﻌﺪ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ )‪ ،(68.9%‬ﻭﺗﻠﻴﻬﺎ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ )‪ .(53.1 %‬ﻛﻤﺎ ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻣﺴﺘﻮﻯ ﺗﻘﺪﻳﺮ‬
‫ﻭﺟﻮﺩ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻭﺍﻟﻤﺸﻜﻼﺕ ﻛﻜﻞ ﻋﻨﺪ ﺍﻟﺬﻛﻮﺭ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺃﻋﻠﻰ ﻣﻦ ﺗﻘﺪﻳﺮھﺎ ﻋﻨﺪ‬
‫ﺍﻹﻧﺎﺙ‪ .‬ﻭﺩﺍﺋﻤﺎ ﻓﻲ ﻧﻔﺲ ﺳﻴﺎﻕ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻳﻌﺎﻧﻴﻬﺎ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﺗﻨﺎﻭﻟﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻘﻴﺴﻲ )‪ (2014‬ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻤﺎﻟﻴﺔ ﺍﻟﺘﻲ ﻳﻌﺎﻧﻴﻬﺎ ﻁﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻄﻔﻴﻠﺔ ﺑﺎﻷﺭﺩﻥ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻜﻮﻧﺖ ﻣﻦ ﻋﻴﻨﺔ ﺗﻘﺪﺭ ﺏ‬
‫‪ 300‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﺣﺘﻠﺖ ﺍﻟﻤﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻣﻦ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﻤﻨﺘﺸﺮﺓ‪ ،‬ﺍﺭﺗﻔﺎﻉ ﺃﺳﻌﺎﺭ ﺍﻟﻜﺘﺐ ﻭﻗﻠﺔ ﻧﻈﺎﻓﺔ ﺍﻟﻤﺮﺍﻓﻖ‪ ،‬ﻭﺃ ﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑﻴﻦ ﺍﻟﺠﻨﺴﻴﻦ ﻓﻲ ﺗﺤﺪﻳﺪ‬
‫ﺍﻟﻤﺸﻜﻼﺕ‪ .‬ﻛﻤﺎ ﻓﺤﺼﺖ ﺩﺭﺍﺳﺔ ﺍﻟﺴﻌﺎﻳﺪﺓ‪ ،‬ﻭﺍﻟﻌﻮﺍﻭﺩﺓ‪ ،‬ﻭ ﺍﻟﺤﺪﻳﺪﻱ )‪ (2015‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺨﻠﻴﺠﻴﻴﻦ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﻓﻲ ﻣﺤﺎﻓﻈﺔ ﺍﻟﺒﻠﻘﺎء ﻭھﻤﺎ‬
‫ﺟﺎﻣﻌﺘﺎ ﺍﻟﺒﻠﻘﺎء ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﻋﻤﺎﻥ ﺍﻷھﻠﻴﺔ‪ ،‬ﻭﺣﻠﻠﺖ ﺍﻟﻔﺮﻭﻕ ﻓﻲ ﻣﻮﺍﺟﻬﺔ ھﺬﻩ ﺍﻟﻤﺸﻜﻼﺕ ﺣﺴﺐ ﺑﻌﺾ‬
‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‪.‬ﻭﻗﺪ ﺷﻤﻠﺖ ﻋﻴﻨﺔ ﻣﻦ ‪ 200‬ﻁﺎﻟﺐ ﺧﻠﻴﺠﻲ ﻣﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻻﺳﺘﺒﻴﺎﻥ‪ ،‬ﻭﺃﻅﻬﺮﺕ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺗﺤﺘﻞ ﺍﻟﻤﺮﺗﺒﺔ ﺍﻷﻭﻟﻰ ﻋﻨﺪ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺨﻠﻴﺠﻴﻴﻦ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ ﺛﻢ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺛﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﺃﺑﺮﺯ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻬﻬﻢ ھﻲ ﻋﺪﻡ ﺍﻻﺭﺗﻴﺎﺡ ﻭﺍﻟﺮﺿﺎ‬
‫ﻋﻦ ﺍﻟﺘﺨﺼﺺ‪ ،‬ﻭﺃﻅﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻳﻀﺎ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻓﻲ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺗﻌﺰﻯ ﺇﻟﻰ ﺍﻟﺠﻨﺲ‪.‬‬
‫ﻭﻗﺎﻣﺖ ﺩﺭﺍﺳﺔ ﺑﺮﺍﺣﻞ‪ ،‬ﻭﺑﻌﺰﻱ‪ ،‬ﻭﺳﻠﻄﺎﻧﻲ )‪ (2014‬ﺑﺘﻘﻴﻴﻢ ﻓﻌﺎﻟﻴﺔ ﻧﻈﺎﻡ )‪ (LMD‬ﻓﻲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ‬
‫ﺍﻟﺠﺰﺍﺋﺮﻳﺔ‪ ،‬ﻭﺍﺳﺘﻌﺎﻧﺖ ﺑﺎﺳﺘﺒﻴﺎﻧﻴﻦ ﺃﺣﺪھﻤﺎ ﻣﻮﺟﻪ ﻟﻸﺳﺎﺗﺬﺓ ﻭﺁﺧﺮ ﻟﻠﻄﻠﺒﺔ‪ .‬ﻭﻗﺪ ﺗﺒﻴﻦ ﻋﺪﻡ ﺭﺿﻰ ﺍﻷﺳﺎﺗﺬﺓ ﻋﻦ‬
‫ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻟﻨﻈﺎﻡ )‪ (LMD‬ﻭﺃﻧﻬﺎ ﻻ ﺗﺤﻘﻖ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﺑﺴﺒﺐ ﻋﺪﻡ ﺗﻮﻓﺮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ‪،‬‬
‫ﻭﻋﺪﻡ ﻣﻮﺍﻛﺒﺘﻪ ﻟﻠﺘﺤﻮﻻﺕ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺃﻧﻪ ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﻣﺘﻨﻮﻋﺔ ﻭﻻ ﻳﺘﻮﻓﺮ‬
‫ﻋﻠﻰ ﻣﺮﻭﻧﺔ ﻓﻲ ﺍﻟﺘﻘﻴﻴﻢ‪ ،‬ﻭﺃﻥ ﻣﺤﺘﻮﻯ ﺍﻟﻤﻮﺍﺩ ﻻ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺤﺠﻢ ﺍﻟﺰﻣﻨﻲ ﺍﻟﻤﺤﺪﺩ‪ .‬ﻛﻤﺎ ﺃﻥ ‪ 56%‬ﻣﻦ ﺍﻟﻄﻠﺒﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻘﻴﻦ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺤﺎﻟﻲ‪ ،‬ﺑﺴﺒﺐ ﻋﺪﻡ ﺗﻤﻜﻴﻨﻬﻢ ﻣﻦ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺍﺗﻬﻢ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ‪،‬‬
‫ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺗﺮﺍﺑﻂ ﻭﺗﻜﺎﻣﻞ ﺑﻴﻦ ﺍﻟﻤﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻭﺟﻮﺩ ﺻﻌﻮﺑﺎﺕ ﻛﺒﻴﺮﺓ ﻓﻲ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )دﺭﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﺗﻮﻓﻴﺮ ﺍﻟﻤﺮﺍﺟﻊ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﺇﻥ ﻣﺎ ﻧﺴﺘﺨﻠﺼﻪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻲ ﻋﺮﺿﺖ‪ ،‬ﺃﻧﻬﺎ ﺭﻛﺰﺕ ﻋﻠﻰ‬
‫ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﻓﻲ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺧﺎﺻﺔ‪.‬‬
‫ﻭھﻜﺬﺍ ﺍھﺘﻤﺖ ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﻌﺮﻭﺿﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍھﺘﻤﺎﻡ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺑﺎﻟﻤﺸﻜﻼﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻤﺎﻟﻴﺔ‬
‫ﻭﺍﻟﺼﺤﻴﺔ‪ ،‬ﺑﺎﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺘﻜﺮﺭﺓ ﻭﺍﻟﺘﻲ ﺗﺘﻤﺜﻞ ﻓﻲ ﻣﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‪ ،‬ﻭﻣﺸﻜﻠﺔ ﺍﻟﺒﻴﺌﺔ‬
‫ﻭﺍﻟﻤﺒﺎﻧﻲ ﺍﻟﺠﺎﻣﻌﻴﺔ )ﻭﺳﻮء ﺗﻬﻮﻳﺔ ﺍﻟﻘﺎﻋﺎﺕ‪ ،‬ﻭﺳﻮء ﺍﻹﺿﺎءﺓ‪ ،‬ﻭﻗﻠﺔ ﺍﻟﻨﻈﺎﻓﺔ(‪ ،‬ﻭﻗﻠﺔ ﺍﻟﻮﺳﺎﺋﻞ‪ ،‬ﻭﻣﺸﻜﻼﺕ‬
‫ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻭﻣﺸﻜﻠﺔ ﺍﻟﻌﻼﻗﺎﺕ ﻭﺍﻟﺘﻔﺎﻋﻞ‪ ،‬ﻭﻣﺸﻜﻼﺕ ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﻋﺪﻡ ﺍﻻھﺘﻤﺎﻡ‬
‫ﺑﻤﺸﻜﻼﺕ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻣﺸﻜﻠﺔ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﻟﺘﻘﻮﻳﻢ‪ .‬ﻭﺃﻏﻠﺐ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍھﺘﻤﺖ ﺑﻘﻴﺎﺱ ﺃﺛﺮ ﻣﺘﻐﻴﺮﺍﺕ‬
‫ﺍﻟﺠﻨﺲ ﻭﺍﻟﺘﺨﺼﺺ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﺎﺋﺞ ﻣﺘﻀﺎﺭﺑﺔ ﺣﻮﻝ ﺗﺄﺛﻴﺮ ھﺬﻳﻦ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ﻣﻦ ﺩﺭﺍﺳﺔ ﺇﻟﻰ ﺃﺧﺮﻯ‪.‬‬
‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺗﺘﻨﺎﻭﻝ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺗﺴﻌﻰ ﺇﻟﻰ ﺍﺳﺘﻜﺸﺎﻑ ھﺬﺍ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻭﻣﺪﻯ ﺭﺿﻰ ﺍﻟﻄﺎﻟﺐ ﻋﻦ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﺍﻟﺠﺰﺍﺋﺮﻱ ﻣﻦ ﺧﻼﻝ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻴﻨﺔ ﻣﻦ ﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺎﻣﻌﺔ‪ .‬ﻭﺍﺭﺗﺄﻳﻨﺎ ﺃﻥ ﻣﻼﻣﺢ ھﺬﺍ ﺍﻟﻮﺍﻗﻊ ﺗﺘﻤﺜﻞ ﻓﻲ ﺍﻟﻄﺎﻟﺐ ﻧﻔﺴﻪ‪ ،‬ﻭﻓﻲ ﺍﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﻓﻲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻓﻲ ﺍﻟﻤﻨﺎھﺞ‬
‫ﻭﺍﻟﻤﻘﺮﺭﺍﺕ‪ ،‬ﻭﻓﻲ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻭھﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺗﺆﺛﺮ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺗﺄﺛﻴﺮھﺎ‬
‫ﻳﻌﻄﻴﻨﺎ ﺻﻮﺭﺓ ﺃﻭﺿﺢ ﻭﺃﺷﻤﻞ ﻋﻦ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺠﺎﻣﻌﻲ‪.‬‬
‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻨﺼﺮ ﻭﻣﻜﻮﻥ ﺃﺳﺎﺳﻲ ﻣﻦ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺠﺎﻣﻌﺔ‪ ،‬ﻷﺟﻠﻪ ﻭﺟﺪﺕ ﺍﻟﺠﺎﻣﻌﺔ‪ ،‬ﻭﺭﻏﻢ ﺍﻟﺘﻄﻮﺭ‬
‫ﺍﻟﻜﺒﻴﺮ ﺍﻟﺬﻱ ﺣﺪﺙ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺔ ﺑﺰﻳﺎﺩﺓ ﺍﻟﻤﺮﺍﻓﻖ ﺍﻟﺠﺎﻣﻌﻴﺔ ﻭﺗﻮﺳﻌﻬﺎ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺇﺩﺧﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ‬
‫ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﺘﺤﺴﻴﻦ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ﻭﺑﻨﺎء ﺍﻟﻤﻜﺘﺒﺎﺕ ﻭﺗﺠﻬﻴﺰھﺎ‪ ،‬ﻭﺗﻮﻓﻴﺮ‬
‫ﺍﻟﻜﺘﺐ ﻭﺍﻟﻤﺮﺍﺟﻊ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻧﺴﻤﻊ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺸﻜﺎﻭﻯ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﻘﺎﺑﻼﺕ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺗﻠﻤﺢ ﺇﻟﻰ ﻭﺟﻮﺩ ﻣﺸﻜﻼﺕ ﻳﻌﺎﻧﻴﻬﺎ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﻣﺴﺎﺭﻩ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﺑﺎﻟﺠﺎﻣﻌﺔ ﻭﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ‪ .‬ﻭھﺬﺍ ﻣﺎ ﺩﻓﻌﻨﺎ ﺇﻟﻰ ﺃﻥ ﻧﺤﺎﻭﻝ ﺟﻤﻊ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺩﻗﻴﻘﺔ ﻭﻣﻮﺿﻮﻋﻴﺔ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﻟﻠﻜﺸﻒ ﻋﻦ ﻭﺍﻗﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺎ ھﻮ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻄﺎﻟﺐ ﻟﻨﻔﺴﻪ‪ ،‬ﻭﻟﻠﺒﺮﺍﻣﺞ ﻭﻟﻠﻤﻘﺎﻳﻴﺲ‪ ،‬ﻭﻟﻤﻌﺎﻣﻠﺔ‬
‫ﻭﺗﺪﺭﻳﺲ ﺍﻷﺳﺎﺗﺬﺓ ﻭﻧﻈﺮﺗﻪ ﻟﻺﺩﺍﺭﺓ ﻭﻟﻠﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺋﺪ‪ .‬ﻭھﻞ ھﻨﺎﻙ ﻓﺮﻭﻕ ﺗﻌﺰﻯ ﻟﻤﺘﻐﻴﺮﻱ ﺍﻟﺠﻨﺲ‬
‫ﻭﺍﻟﺘﺨﺼﺺ؟‬
‫أﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫‪ -‬ﻣﺎ ھﻲ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺠﺎﻣﻌﻲ ﺑﺸﻜﻞ ﻋﺎﻡ؟‬
‫‪ -‬ﻣﺎ ھﻲ ﻧﻈﺮﺓ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻟﻨﻔﺴﻪ ﻣﻦ ﺣﻴﺚ ﺩﻭﺍﻓﻌﻪ‪ ،‬ﻭﺃھﺪﺍﻓﻪ ‪ ،‬ﻭﻁﻤﻮﺣﺎﺗﻪ‪ ،‬ﻭﺗﻔﺎﻋﻠﻪ ﻣﻊ ﺯﻣﻼﺋﻪ؟‬
‫‪ -‬ﻣﺎ ھﻲ ﻧﻈﺮﺓ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻟﻠﺒﺮﺍﻣﺞ ﻭﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ ﻭﺍﻟﻤﻘﺎﻳﻴﺲ ﻭﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﺳﺔ؟‬
‫‪ -‬ﻣﺎ ھﻲ ﻧﻈﺮﺓ ﺍﻟﻄﺎﻟﺐ ﻟﻤﻌﺎﻣﻠﺔ ﺍﻷﺳﺘﺎﺫ ﻭﻗﻴﺎﻣﻪ ﺑﻮﺍﺟﺒﺎﺗﻪ‪ ،‬ﻭﺍﻧﻀﺒﺎﻁﻪ؟‬
‫‪ -5‬ﻣﺎھ ﻲ ﻧﻈﺮﺓ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺋﺪ ﻣﻦ ﺣﻴﺚ ﺗﻮﻓﺮ ﺍﻟﻘﺎﻋﺎﺕ ﻭﺗﻬﻴﺌﺘﻬﺎ ﻭﺗﻮﻓﺮ ﺍﻟﻤﺮﺍﺟﻊ‪ ،‬ﻭﺍﻟﻤﻨﺎﺥ‬
‫ﺑﺸﻜﻞ ﻋﺎﻡ؟‬
‫‪ -6‬ﻣﺎ ھﻲ ﻧﻈﺮﺓ ﺍﻟﻄﺎﻟﺐ ﻟﻺﺩﺍﺭﺓ ﻣﻦ ﺣﻴﺚ ﺗﻨﻈﻴﻤﻬﺎ ﻭﺗﺴﻴﻴﺮھﺎ ﻭﺣﻀﻮﺭھﺎ ﻭﺍھﺘﻤﺎﻣﻬﺎ ﺑﺄﻣﻮﺭ ﺍﻟﻄﻠﺒﺔ؟‬
‫‪ -7‬ھﻞ ﻳﻮﺟﺪ ﻓﺮﻕ ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ؟‬
‫‪ -8‬ھﻞ ﻳﻮﺟﺪ ﻓﺮﻕ ﺑﻴﻦ ﻁﻠﺒﺔ ﺗﺨﺼﺺ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺗﺨﺼﺺ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ؟‬
‫ﺍﻟﻔﺮﺿﯿﺎﺕ‪:‬‬
‫ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﻌﺎﻣﺔ‪:‬‬
‫ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻋﻦ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺍﻟﻔﺮﺿﯿﺎﺕ ﺍﻟﺠﺰﺋﯿﺔ‪:‬‬
‫‪ -1‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻋﻨﺪ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﻧﻔﺴﻪ ﻣﻦ ﺣﻴﺚ ﺩﻭﺍﻓﻌﻪ‪ ،‬ﻭﺃھﺪﺍﻓﻪ‪ ،‬ﻭﻁﻤﻮﺣﺎﺗﻪ‪ ،‬ﻭﺗﻔﺎﻋﻠﻪ ﻣﻊ‬
‫ﺯﻣﻼﺋﻪ‪.‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫‪ -2‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ ﻭﺍﻟﻤﻘﺎﻳﻴﺲ‬
‫ﻭﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬
‫‪ -3‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﻣﻌﺎﻣﻠﺔ ﺍﻷﺳﺘﺎﺫ ﻭﻗﻴﺎﻣﻪ ﺑﻮﺍﺟﺒﺎﺗﻪ ﻭﺍﻧﻀﺒﺎﻁﻪ‪.‬‬
‫‪ -4‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻨﺨﻔﻀﺔ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺋﺪ ﺑﺸﻜﻞ ﻋﺎﻡ‪.‬‬
‫‪ -5‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻨﺨﻔﻀﺔ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺗﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﺓ ﻭﺗﺴﻴﻴﺮھﺎ ﻭﺣﻀﻮﺭھﺎ ﻭﺍھﺘﻤﺎﻣﻬﺎ ﺑﺄﻣﻮﺭ‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪ -6‬ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪.‬‬
‫‪ -7‬ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻳﻌﺰﻯ ﻟﺘﺨﺼﺺ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪.‬‬
‫أھﺪﺍﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﻛﻞ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺆﺛﺮ‬
‫ﻭﺗﺘﺄﺛﺮ ﺑﻬﺎ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻈﺮﺓ ﺍﻟﻄﻠﺒﺔ ﻟﻌﻨﺎﺻﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺔ ﻭھﻲ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﺍﻷﺳﺘﺎﺫ‪،‬‬
‫ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻨﺎھﺞ‪ ،‬ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺛﺮ ﻣﺘﻐﻴﺮﺍﺕ‪ ،‬ﺍﻟﺠﻨﺲ‪ ،‬ﻭﺍﻟﺘﺨﺼﺺ ﻋﻠﻰ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻄﻠﺒﺔ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ‬
‫ﺍﻟﺠﺎﻣﻌﻲ‪.‬‬
‫‪ -‬ﺗﻮﻓﻴﺮ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻋﻦ ﺍﻟﻤﻬﻤﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺔ‪.‬‬
‫أھﻤﯿﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ ﺃھﻤﻴﺔ ﺍﻟﺒﺤﺚ ﻓﻲ‪:‬‬
‫‪ -‬ﺃھﻤﻴﺔ ﻛﺸﻒ ﻭﺗﺸﺨﻴﺺ ﺣﺎﻝ ﻭﻭﺍﻗﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﻣﺨﺘﻠﻒ ﺍﻟﻨﻮﺍﺣﻲ‪ ،‬ﻷﻧﻪ ﺑﺪﻭﻥ ﺫﻟﻚ ﻻ ﻧﺴﺘﻄﻴﻊ‬
‫ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺻﺤﻴﺤﺔ ﻟﻠﻨﻬﻮﺽ ﺑﺎﻟﺠﺎﻣﻌﺔ ﻭﺗﻄﻮﻳﺮھﺎ‪ ،‬ﻓﺎﻟﻮﺻﻒ ﻭﺍﻟﺘﺸﺨﻴﺺ ﻣﻦ ﺑﻴﻦ ﺍﻟﺨﻄﻮﺍﺕ‬
‫ﻭﺍﻟﻤﺮﺍﺣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﻤﻨﻬﺠﻴﺔ ﻷﻱ ﻋﻤﻞ ﻳﺴﻌﻰ ﺇﻟﻰ ﺍﻟﺘﻐﻴﻴﺮ ﺃﻭ ﺍﻟﺘﺤﺴﻴﻦ ﺃﻭ ﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫‪ -‬ﺃھﻤﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺭﺃﻱ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻓﻬﻢ ﺍﻟﻤﺴﺘﻔﻴﺪﻭﻥ ﺃﻭ ﺍﻟﻤﺘﻀﺮﺭﻭﻥ ﻣﻦ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻷﻛﺎﺩﻳﻤﻲ‬
‫ﺍﻟﺤﺎﻟﻲ‪ ،‬ﻓﻜﻴﻒ ﻧﺘﺠﺎھﻞ ﺁﺭﺍﺋﻬﻢ ﻭﻻ ﻧﺄﺧﺬ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ ﻭﺍﻗﻌﻬﻢ؟ ﻭﻟﻦ ﻳﻜﺘﺐ ﺍﻟﻨﺠﺎﺡ ﻷﻱ ﻣﻨﻈﻮﻣﺔ ﺃﻭ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﺪﻭﻥ ﺃﺧﺬ ﺭﺃﻱ ﺍﻟﻔﺎﻋﻠﻴﻦ ﻓﻲ ﺍﻟﻤﻨﻈﻮﻣﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ﻭﺍﻟﺴﻌﻲ ﻟﻠﻜﺸﻒ ﻋﻦ ﻛﻞ ﻣﺎ ﻣﻦ ﺷﺄﻧﻪ ﻋﺮﻗﻠﺔ‬
‫ﺗﺤﻘﻴﻖ ﺍﻷھﺪﺍﻑ ﺍﻟﻤﻨﺸﻮﺩﺓ‪ ،‬ﻭﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﺃﺣﺪ ﺍﻟﻔﺎﻋﻠﻴﻦ ﻓﻲ ﺍﻟﻤﻨﻈﻮﻣﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ‪.‬‬
‫‪ -‬ﺃھﻤﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻭﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﻧﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﺪﻋﻴﻤﻬﺎ‪ ،‬ﻭﺃھﻤﻴﺔ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﻤﻌﻴﻘﺔ ﻟﻨﺠﺎﺣﻬﺎ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻀﻌﻒ ﺍﻟﻔﻌﻞ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻭﺍﻟﺪﺭﺍﺳﻲ ﻣﻦ ﺃﺟﻞ‬
‫ﻣﻌﺎﻟﺠﺘﻬﺎ‪.‬‬
‫‪ -‬ﺃھﻤﻴﺔ ﺍﻷﺧﺬ ﺑﻨﺘﺎﺋﺞ ﻣﺜﻞ ھﺬﻩ ﺍﻟﺒﺤﻮﺙ ﻓﻲ ﺇﺻﻼﺡ ﺍﻟﺠﺎﻣﻌﺔ ﺍﻟﺠﺰﺍﺋﺮﻳﺔ ﺍﻟﺘﻲ ﺗﺘﺨﺒﻂ ﻓﻲ ﻣﺸﺎﻛﻞ ﻣﺘﻌﺪﺩﺓ‬
‫ﻭﺃﺯﻣﺎﺕ ﻣﺘﻜﺮﺭﺓ‪.‬‬
‫ﺣﺪود ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﺘﺤﺪﺩ ﻧﻄﺎﻕ ﺍﻟﺒﺤﺚ ﺑﺎﻟﺤﺪﻭﺩ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺍﻟﺤﺪﻭﺩ ﺍﻟﻤﻮﺿﻮﻋﻴﺔ‪ :‬ﻳﺘﻤﺜﻞ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺍﻟﺤﺎﻟﻲ ﻓﻲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﻳﺸﻤﻞ ﺧﻤﺴﺔ‬
‫ﻋﻨﺎﺻﺮ ﺗﻀﻤﻨﺘﻬﺎ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﻭھﻲ‪ ،‬ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﺍﻷﺳﺘﺎﺫ‪ ،‬ﻭﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﺒﺮﺍﻣﺞ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫‪ -‬ﺍﻟﺤﺪﻭﺩ ﺍﻟﺰﻣﻨﻴﺔ‪ :‬ﻳﺘﺤﺪﺩ ﺍﻟﻨﻄﺎﻕ ﺍﻟﺰﻣﻨﻲ ﻟﻠﺒﺤﺚ ﻓﻲ ﺍﻟﺴﺪﺍﺳﻲ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ‪.2016-2015‬‬
‫‪ -‬ﺍﻟﺤﺪﻭﺩ ﺍﻟﻤﻜﺎﻧﻴﺔ‪ :‬ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﻣﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﺎﻟﻤﺮﻛﺰ ﺍﻟﺠﺎﻣﻌﻲ ﻏﻠﻴﺰﺍﻥ‪،‬‬
‫ﺍﻟﺠﺰﺍﺋﺮ‪.‬‬
‫‪ -‬ﺍﻟﺤﺪﻭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺗﺸﻜﻠﺖ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﻁﻠﺒﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﺑﺎﻟﻤﻌﻬﺪ ﺍﻟﻤﺬﻛﻮﺭ ﺳﺎﺑﻘﺎ‪.‬‬
‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫‪ -‬ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ‪ :‬ﻧﻘﺼﺪ ﺑﺎﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻓﻲ ﺑﺤﺜﻨﺎ ﺣﺎﻟﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻲ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭھﻲ‬
‫ﺗﻤﺜﻞ ﺍﻟﻮﻅﻴﻔﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺠﺎﻣﻌﺎﺕ ﻭﻣﻌﺎھﺪ ﺍﻟﺘﻜﻮﻳﻦ ﺍﻟﻌﺎﻟﻲ‪ .‬ﻭﻧﺴﻌﻰ ﺇﻟﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻮﺍﻗﻊ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻘﺼﺎء ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻴﻨﺔ ﻣﻦ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻣﻌﺔ ﻋﻦ ﻭﺍﻗﻊ ﻭﻣﻘﻮﻣﺎﺕ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻭﻋﻨﺎﺻﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺘﻤﺜﻞ ﻓﻲ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻷﺳﺘﺎﺫ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ‬
‫ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫ﻭﻧﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﻟﻤﻘﻮﻣﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﺗﻌﻄﻴﻨﺎ ﺻﻮﺭﺓ ﻭﺍﺿﺤﺔ ﺇﻟﻰ ﺣﺪ ﻣﺎ ﻋﻦ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫ﺍﻟﺠﺎﻣﻌﻲ ﻭﺗﻜﺸﻒ ﻟﻨﺎ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺘﻲ ﺗﻌﺘﺮﺽ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﺍﻟﻤﺴﺘﻬﺪﻑ ﺍﻷﻭﻝ ﻭﺍﻟﻮﺣﻴﺪ ﻣﻦ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺠﺎﻣﻌﻲ‪ .‬ﻭﻟﻘﺪ ﺷﻜﻠﺖ ﻣﻘﻮﻣﺎﺕ ﻭﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺠﺎﻣﻌﻲ ﻣﺤﺎﻭﺭ ﻭﻣﺠﺎﻻﺕ ﻗﻴﺎﺱ ﺍﻟﻮﺍﻗﻊ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﻟﻘﺪ ﺗﻀﻤﻦ ﻛﻞ ﻣﺤﻮﺭ ﺃﻓﻜﺎﺭﺍ ﻭﺩﻻﻻﺕ ﻣﻌﻴﻨﺔ ﻧﻮﺟﺰھﺎ ﻓﻲ ﺍﻵﺗﻲ‪:‬‬
‫‪ -‬ﻣﺤﻮﺭ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ :‬ﻧﻈﺮﺓ ﺍﻟﻄﺎﻟﺐ ﻟﻨﻔﺴﻪ ﻭﺗﺘﺠﻠﻰ ﻓﻲ ﺩﻭﺍﻓﻌﻪ‪ ،‬ﻭﺃھﺪﺍﻓﻪ‪ ،‬ﻭﻁﻤﻮﺣﺎﺗﻪ‪ ،‬ﻭﺗﻔﺎﻋﻠﻪ ﻣﻊ‬
‫ﺯﻣﻼﺋﻪ‪ ،‬ﻭﺭﺃﻳﻪ ﻓﻲ ﺑﻌﺾ ﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪ -‬ﻣﺤﻮﺭ ﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ‪ :‬ﺭﺃﻱ ﺍﻟﻄﺎﻟﺐ ﻭﻣﺪﻯ ﺭﺿﺎﻩ ﻋﻦ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ‬
‫ﻭﺍﻟﻤﻘﺎﻳﻴﺲ ﻭﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬
‫‪ -‬ﻣﺤﻮﺭ ﺍﻷﺳﺘﺎﺫ‪ :‬ﺭﺃﻱ ﺍﻟﻄﺎﻟﺐ ﻭﻣﺪﻯ ﺭﺿﺎﻩ ﻋﻦ ﻣﻌﺎﻣﻠﺔ ﺍﻷﺳﺘﺎﺫ ﻭﻗﻴﺎﻣﻪ ﺑﻮﺍﺟﺒﺎﺗﻪ ﻭﺍﻧﻀﺒﺎﻁﻪ‪.‬‬
‫‪ -‬ﻣﺤﻮﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪ :‬ﺭﺃﻱ ﺍﻟﻄﺎﻟﺐ ﻭﻣﺪﻯ ﺭﺿﺎﻩ ﻋﻦ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺋﺪ‪ ،‬ﻭھﻮ ﻳﺘﻤﺜﻞ ﻓﻲ ﺗﻮﻓﺮ‬
‫ﺍﻟﻘﺎﻋﺎﺕ ﻭﺗﻬﻴﺌﺘﻬﺎ ﻭﺗﻮﻓﺮ ﺍﻟﻤﺮﺍﺟﻊ ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺑﺸﻜﻞ ﻋﺎﻡ‪.‬‬
‫ﻣﺤﻮﺭ ﺍﻹﺩﺍﺭﺓ‪ :‬ﺭﺃﻱ ﺍﻟﻄﺎﻟﺐ ﻭﻣﺪﻯ ﺭﺿﺎﻩ ﻋﻦ ﺗﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﺓ ﻭﺗﺴﻴﻴﺮھﺎ ﻭﺣﻀﻮﺭھﺎ ﻭﺍھﺘﻤﺎﻣﻬﺎ ﺑﺄﻣﻮﺭ‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪ -‬ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ ":‬ھﻮ ﺍﻟﻤﺘﻠﻘﻲ ﺃﻭ ﺍﻟﻤﺮﺳﻞ ﺇﻟﻴﻪ ﺍﻟﺬﻱ ﻳﺴﻌﻰ ﻛﻞ ﻣﻦ ﺍﻷﺳﺘﺎﺫ ﻭﻭﺍﺿﻊ ﺍﻟﻤﻨﻬﺎﺝ ﺇﻟﻰ ﻣﺨﺎﻁﺒﺘﻪ‬
‫ﻭﺍﻟﺘﺄﺛﻴﺮ ﻓﻴﻪ ﺑﺎﺗﺠﺎﻩ ﻣﻌﻴﻦ ﻭﻓﻲ ﺯﻣﻦ ﻣﺤﺪﺩ ﻭﺑﻜﻴﻔﻴﺔ ﻣﺮﺳﻮﻣﺔ ﺑﻐﻴﺔ ﺗﺤﻘﻴﻖ ﺃھﺪﺍﻑ ﻣﻘﺼﻮﺩﺓ" )ﻋﺒﻮﺩ‪ ،‬ﻭ‬
‫ﺣﻤﺪﻱ‪ .(2009 ،‬ﻭﻓﻲ ﺑﺤﺜﻨﺎ ﺍﻟﺤﺎﻟﻲ‪ ،‬ﻓﺎﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ھﻮ ﺍﻟﺬﻱ ﻳﺘﺎﺑﻊ ﺩﺭﺍﺳﺘﻪ ﻓﻲ ﺗﺨﺼﺺ ﻣﻦ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻤﺘﺎﺣﺔ ﻓﻲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺍﻟﺠﺰﺍﺋﺮ‪.‬‬
‫إﺟﺮﺍءﺍت ﺍﻟﺪرﺍﺳﺔ‪:‬‬
‫‪ -‬ﻣﻨﮭﺞ ﺍﻟﺪرﺍﺳﺔ‪ :‬ﺍﻋﺘﻤﺪﻧﺎ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﻤﻴﺪﺍﻧﻲ ﺍﻟﺬﻱ ﻳﺘﻼءﻡ ﻭﻣﻮﺿﻮﻉ ﺑﺤﺜﻨﺎ‪.‬‬
‫‪ -‬ﻣﺠﺘﻤﻊ ﺍﻟﺪرﺍﺳﺔ‪ :‬ﺗﻜﻮﻥ ﻣﻦ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻤﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﺎﻟﻤﺮﻛﺰ‬
‫ﺍﻟﺠﺎﻣﻌﻲ ﻏﻠﻴﺰﺍﻥ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ )‪ ،(2016-2015‬ﻭﺍﻟﺒﺎﻟﻎ ﻋﺪﺩھﻢ ‪ 196‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ‪ .‬ﻭﻳﻘﺪﻡ ﺍﻟﺠﺪﻭﻝ‬
‫ﺍﻟﺘﺎﻟﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺟﺪﻭﻝ ‪ :1‬ﻣﻮﺍﺻﻔﺎﺕ ﻣﺠﺘﻤﻊ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺍﻟﻤﺠﻤﻮﻉ‬ ‫ﺃﻧﺜﻰ‬ ‫ﺫﻛﺮ‬ ‫ﺍﻟﺘﺨﺼﺺ‬
‫‪27.04‬‬ ‫‪53‬‬ ‫‪73.59‬‬ ‫‪39‬‬ ‫‪26.41‬‬ ‫‪14‬‬ ‫ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫‪72.96‬‬ ‫‪143‬‬ ‫‪80.41‬‬ ‫‪115‬‬ ‫‪19.58‬‬ ‫‪28‬‬ ‫ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‬
‫‪100.00‬‬ ‫‪196‬‬ ‫‪78.56‬‬ ‫‪154‬‬ ‫‪22.44‬‬ ‫‪44‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺧﻼﻝ ﺟﺪﻭﻝ ‪ ،1‬ﺃﻥ ﻣﺠﺘﻤﻊ ﺍﻟﺒﺤﺚ ﻳﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻣﻦ ﺍﻹﻧﺎﺙ‪ ،‬ﻭﻳﻤﺜﻞ ﻁﻠﺒﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﺗﻘﺮﻳﺒﺎ‬
‫ﺛﻼﺙ ﺃﺿﻌﺎﻑ ﻋﺪﺩ ﻁﻠﺒﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪.‬‬
‫‪ -‬ﻋﯿﻨﺔ ﺍﻟﺪرﺍﺳﺔ‪ :‬ﺍﻧﺘﻘﻴﺖ ﻣﻦ ﺑﻴﻦ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺗﻤﺜﻞ ﺍﻟﻌﻴﻨﺔ ﻧﺴﺒﺔ )‪(40.81‬‬
‫ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺻﻠﻲ‪ .‬ﻭﻗﺪ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﻄﺮﻳﻘﺔ ﻗﺼﺪﻳﺔ‪ .‬ﻭھﻲ ﺗﺘﻮﺯﻉ ﻭﻓﻖ ﺍﻟﻤﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺟﺪﻭﻝ‪ :2‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﻟﺠﻨﺲ ﻭﺍﻟﺘﺨﺼﺺ‪.‬‬

‫ﺍﻟﻤﺠﻤﻮﻉ‬ ‫ﺃﻧﺜﻰ‬ ‫ﺫﻛﺮ‬ ‫ﺍﻟﺮﺗﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﻧﺴﺒﺔ‬ ‫ﻋﺪﺩ‬ ‫ﻧﺴﺒﺔ‬ ‫ﻋﺪﺩ‬ ‫ﻧﺴﺒﺔ‬ ‫ﻋﺪﺩ‬
‫‪33.80‬‬ ‫‪27‬‬ ‫‪66.66‬‬ ‫‪18‬‬ ‫‪33.34‬‬ ‫‪09‬‬ ‫ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫‪66.20‬‬ ‫‪53‬‬ ‫‪60.38‬‬ ‫‪32‬‬ ‫‪39.62‬‬ ‫‪21‬‬ ‫ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‬
‫‪100.00‬‬ ‫‪80‬‬ ‫‪62.50‬‬ ‫‪50‬‬ ‫‪37.50‬‬ ‫‪30‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )ﺩﺭﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻳﻈﻬﺮ ﺟﺪﻭﻝ ‪ 2‬ﺍﻟﻤﺘﻌﻠﻖ ﺑﻤﻮﺍﺻﻔﺎﺕ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﻧﺴﺒﺔ ﻁﻠﺒﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ھﻲ ﺗﻘﺮﻳﺒﺎ ﺿﻌﻒ ﻧﺴﺒﺔ ﻁﻠﺒﺔ ﻋﻠﻢ‬
‫ﺍﻟﻨﻔﺲ‪ ،‬ﻭﺃﻥ ﻧﺴﺒﺔ ﺍﻹﻧﺎﺙ ﻓﻲ ﺍﻟﺘﺨﺼﺼﻴﻦ ﺃﻛﺒﺮ ﺑﻜﺜﻴﺮ ﻣﻦ ﻧﺴﺒﺔ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭھﺬﻩ ﺍﻟﻤﻮﺍﺻﻔﺎﺕ ﺗﻌﻜﺲ ﺧﺼﺎﺋﺺ‬
‫ﻣﺠﺘﻤﻊ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪-‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃ‪ -‬ﻭﺻﻒ ﺍﻷﺩﺍﺓ‪ :‬ﺍﻷﺩﺍﺓ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ھﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻤﺘﻌﻠﻖ ﺑﺎﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ھﻲ ﻋﺒﺎﺭﺓ ﻋﻦ‬
‫ﺍﺳﺘﺒﻴﺎﻥ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﺑﻨﺎء ﻋﻠﻰ ﺧﺒﺮﺗﻪ ﻭﻣﻌﺎﻳﺸﺘﻪ ﻟﻮﺍﻗﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﺳﺘﻘﺼﺎء‬
‫ﺁﺭﺍء ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻦ ﻁﻠﺒﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻋﻦ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺗﺼﺎﺩﻓﻬﻢ ﻓﻲ‬
‫ﻣﺴﺎﺭھﻢ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻋﻦ ﻁﺮﻳﻖ ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ ﻭﺟﻪ ﺇﻟﻴﻬﻢ ﻭﺗﻤﺖ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻪ ﻛﺘﺎﺑﻴﺎ‪ ،‬ﻭﺗﻢ ﺗﺤﻠﻴﻞ‬
‫ﻣﺤﺘﻮﻯ ﺍﻹﺟﺎﺑﺎﺕ ﻭﺗﻠﺨﻴﺼﻬﺎ ﻭﺗﻨﻈﻴﻤﻬﺎ ﻭﺗﺮﺟﻤﺘﻬﺎ ﻓﻲ ﺑﻨﻮﺩ ﺷﻜﻠﺖ ﻓﻘﺮﺍﺕ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﻟﻤﺴﺘﺨﺪﻡ ﻓﻲ ھﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻳﺘﻜﻮﻥ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻣﻦ ‪ 38‬ﻓﻘﺮﺓ ﺗﺘﻮﺯﻉ ﻋﻠﻰ ﺧﻤﺲ ﺃﺑﻌﺎﺩ‪ ،‬ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ )‪ 6‬ﻓﻘﺮﺍﺕ(‪ ،‬ﻭﺑﻌﺪ ﺍﻟﺒﺮﺍﻣﺞ‬
‫ﻭﺍﻟﻤﻨﺎھﺞ )‪ 8‬ﻓﻘﺮﺓ(‪ ،‬ﻭﺑﻌﺪ ﺍﻷﺳﺎﺗﺬﺓ )‪ 10‬ﻓﻘﺮﺍﺕ(‪ ،‬ﻭﺑﻌﺪ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ )‪ 6‬ﻓﻘﺮﺍﺕ(‪ ،‬ﻭﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ )‪8‬‬
‫ﻓﻘﺮﺍﺕ(‪ .‬ﻭﺗﺘﻢ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺑﻨﻮﺩ ﺍﻟﻤﻘﻴﺎﺱ ﻭﻓﻖ ﺳﻠﻢ ﺭﺑﺎﻋﻲ ﺍﻹﺟﺎﺑﺔ‪ :‬ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮﺓ )‪ ،(3‬ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ‬
‫)‪ ،(2‬ﺑﺪﺭﺟﺔ ﻗﻠﻴﻠﺔ )‪ ،(1‬ﺑﺪﺭﺟﺔ ﻣﻨﻌﺪﻣﺔ )‪ .(0‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﻌﻜﺴﻴﺔ ﺗﻌﻜﺲ ﺍﻟﺪﺭﺟﺎﺕ ﻟﺘﻜﻮﻥ ﻋﻠﻰ‬
‫ﺍﻟﺘﻮﺍﻟﻲ‪.3 -2 -1-0 :‬‬
‫ﺏ‪ -‬ﻣﺘﻐﯿﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﺗﻀﻤﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺘﻐﻴﺮﺍﺕ ﻣﺴﺘﻘﻠﺔ ﺗﺘﻤﺜﻞ ﻓﻲ ﺟﻨﺲ ﻭﺗﺨﺼﺺ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬
‫ﻭﻣﺘﻐﻴﺮﺍﺕ ﺗﺎﺑﻌﺔ ﺗﺘﻤﺜﻞ ﻓﻲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﺑﻤﺆﺷﺮﺍﺗﻪ ﻭﺃﺑﻌﺎﺩﻩ ﺍﻟﺨﻤﺲ‪ ،‬ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻨﺎھﺞ‪،‬‬
‫ﻭﺍﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺝ‪ -‬ﺻﺪﻕ ﺍﻷﺩﺍﺓ‪ :‬ﺍﺳﺘﺨﺪﻡ ﻓﻲ ﻗﻴﺎﺱ ﺻﺪﻕ ﺍﻷﺩﺍﺓ ﺃﺳﻠﻮﺑﺎﻥ‪ :‬ﺻﺪﻕ ﺍﻟﻤﺤﻜﻤﻴﻦ‪ ،‬ﻭﺻﺪﻕ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬
‫ﺣﻴﺚ ﺗﻢ ﺗﺤﻜﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻣﻦ ﻁﺮﻑ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻤﺨﺘﺼﻴﻦ ﻓﻲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‪ .‬ﻭﺑﻨﺎء‬
‫ﻋﻠﻰ ﻣﻼﺣﻈﺎﺗﻬﻢ ﺗﻢ ﺗﻌﺪﻳﻞ ﻓﻘﺮﺍﺕ ﺍﻷﺩﺍﺓ‪ ،‬ﺣﻴﺚ ﺗﻢ ﺣﺬﻑ ﺑﻌﺾ ﺍﻟﻔﻘﺮﺍﺕ‪ ،‬ﻭﺗﻌﺪﻳﻞ ﺑﻌﻀﻬﺎ‪ ،‬ﻭﺩﻣﺞ ﺍﻟﺒﻌﺾ‬
‫ﺍﻵﺧﺮ‪ ،‬ﻟﺘﺼﺒﺢ ﻓﻲ ﺍﻷﺧﻴﺮ ﺍﻷﺩﺍﺓ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 38‬ﻓﻘﺮﺓ‪ .‬ﻭﻛﺬﻟﻚ ﺗﻢ ﺣﺴﺎﺏ ﺍﻟﺼﺪﻕ ﻋﻦ ﻁﺮﻳﻖ ﺣﺴﺎﺏ ﺍﻻﺭﺗﺒﺎﻁ‬
‫ﺑﻴﻦ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻼﺳﺘﺒﻴﺎﻥ ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺩﺭﺟﺎﺕ ﺍﻻﺭﺗﺒﺎﻁ ﻣﻘﺒﻮﻟﺔ ﺣﻴﺚ ﻛﺎﻧﺖ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ‪:‬‬
‫ﺍﻟﺒﻌﺪ ﺍﻷﻭﻝ ‪ ،0.37‬ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﻧﻲ ‪ ،0.83‬ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﻟﺚ‪ ،0.69 :‬ﺍﻟﺒﻌﺪ ﺍﻟﺮﺍﺑﻊ‪ ،0.76 ،‬ﺍﻟﺒﻌﺪ ﺍﻟﺨﺎﻣﺲ‪.0.87 ،‬‬
‫ﺩ‪ -‬ﺛﺒﺎﺕ ﺍﻷﺩﺍﺓ ‪ :‬ﺗﻢ ﺣﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻣﻌﺎﺩﻟﺔ ﺃﻟﻔﺎ ﻛﺮﻭﻧﺒﺎﺥ‪ ،‬ﻭﺣﺼﻠﻨﺎ‬
‫ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ‪ .0.85‬ﻭﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﻗﻴﺎﺱ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ﺍﺗﻀﺢ ﺃﻥ ﺍﻷﺩﺍﺓ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﺗﺘﻮﻓﺮ ﻋﻠﻰ‬
‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺼﻼﺣﻴﺔ ﻭﺍﻟﻤﻮﺛﻮﻗﻴﺔ‪.‬‬
‫ﻩ‪ -‬ﺍﻟﺘﻄﺒﯿﻖ‪ :‬ﺑﻌﺪ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪﻕ ﻭﺛﺒﺎﺕ ﺍﻷﺩﺍﺓ‪ ،‬ﺗﻢ ﺗﻮﺯﻳﻊ ﺍﻷﺩﺍﺓ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﻁﺮﻑ ﺍﻟﺒﺎﺣﺚ‬
‫ﻧﻔﺴﻪ ﻭﺟﻤﻌﻬﺎ ﻭﺗﻔﺮﻳﻎ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﺤﻠﻴﻠﻬﺎ‪.‬‬
‫‪-‬ﻁﺮﯾﻘﺔ ﺗﺤﻠﯿﻞ ﺍﻟﺒﯿﺎﻧﺎﺕ‪ :‬ﺗﻢ ﺗﺤﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﺒﺮﻧﺎﻣﺞ ﺍﻹﺣﺼﺎﺋﻲ )‪ (SPSS‬ﺣﻴﺚ ﺍﻋﺘﻤﺪﻧﺎ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻟﺤﺴﺎﺏ ﻣﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ‪ ،‬ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﺤﺴﺎﺏ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺍﻷﺑﻌﺎﺩ‪،‬‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﺤﺴﺎﺏ ﺍﻧﺤﺮﺍﻑ ﺩﺭﺟﺎﺕ ﺍﻟﻔﻘﺮﺍﺕ ﻋﻦ ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ "ﺕ" ﻟﺤﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﻴﻦ‬
‫ﺍﻟﺠﻨﺴﻴﻦ‪ ،‬ﻭﺑﻴﻦ ﺍﻟﺘﺨﺼﺼﻴﻦ‪.‬‬
‫‪ -‬ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﻋﻦ ﻭﺍﻗﻌﻪ ﺍﻟﺪﺭﺍﺳﻲ ﻣﻦ‬
‫ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻹﺛﺒﺎﺕ ھﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﺃﻭ ﻧﻔﻴﻬﺎ ﻧﺠﺮﻱ ھﺬﻩ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﺤﺴﻮﺑﺔ ﻭﻓﻖ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻣﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ‪ ،‬ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﺪﺭﺟﺎﺕ‪،‬‬
‫ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪.‬‬
‫ﺟﺪﻭﻝ ‪ :3‬ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻤﺤﺴﻮﺑﺔ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻭﺩﺭﺟﺘﻪ ﺍﻟﻜﻠﻴﺔ‬
‫)ﻥ=‪.(80‬‬
‫ﺍﻟﻔﺮﻕ‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻤﺘﻮﺳﻂ‬ ‫ﻣﺘﻮﺳﻂ ﻣﺠﻤﻮﻉ ﻣﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ‬ ‫ﻋﺪﺩ‬ ‫ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻨﻈﺮﻱ ﺍﻟﻤﺤﺴﻮﺏ‬ ‫ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻤﺤﺴﻮﺑﺔ‬ ‫ﺍﻟﺒﻨﻮﺩ‬ ‫ﺍﻻﺳﺘﺒﻴﺎﻥ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )دﺭﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻧﺴﺒﺔ‬ ‫ﻣﺞ‬ ‫ﻧﺴﺒﺔ‬ ‫ﻣﺞ‬

‫‪2.11+‬‬ ‫‪11.11‬‬ ‫‪09‬‬ ‫‪61.73‬‬ ‫‪889 50.00‬‬ ‫‪720‬‬ ‫‪06‬‬ ‫ﺍﻟﻄﺎﻟﺐ‬
‫‪1.97+‬‬ ‫‪13.97‬‬ ‫‪12‬‬ ‫‪58.22 1118 50.00‬‬ ‫‪960‬‬ ‫‪08‬‬ ‫ﺍﻟﺒﺮﺍﻣﺞ‬
‫ﻭﺍﻟﻤﻨﺎھﺞ‬
‫‪0.08+‬‬ ‫‪15.08‬‬ ‫‪15‬‬ ‫‪50.29 1207 50.00‬‬ ‫‪1200‬‬ ‫‪10‬‬ ‫ﺍﻷﺳﺎﺗﺬﺓ‬
‫‪1.89-‬‬ ‫‪07.11‬‬ ‫‪09‬‬ ‫‪39.51‬‬ ‫‪569 50.00‬‬ ‫‪720‬‬ ‫‪06‬‬ ‫ﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‬
‫‪2.23-‬‬ ‫‪09.77‬‬ ‫‪12‬‬ ‫‪40.72‬‬ ‫‪782 50.00‬‬ ‫‪960‬‬ ‫‪08‬‬ ‫ﺍﻹﺩﺍﺭﺓ‬
‫‪0.57-‬‬ ‫‪56.43‬‬ ‫‪57‬‬ ‫‪49.50 4515 50.00 4560‬‬ ‫‪38‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬

‫ﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ ﺟﺪﻭﻝ ‪ 3‬ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻮﺍﻗﻌﻴﺔ‬
‫ﺍﻟﻤﺤﺴﻮﺑﺔ‪ ،‬ﺃﻧﻪ ﺑﺸﻜﻞ ﻋﺎﻡ ﺩﺭﺟﺔ ﺭﺿﻰ ﺍﻟﻄﺎﻟﺐ ﻋﻦ ﺍﻟﻮﺍﻗﻌﻲ ﺍﻟﺪﺭﺍﺳﻲ ﺃﻗﻞ ﻋﻤﻮﻣﺎ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪ ،‬ﻭﺃﻥ ﺍﻟﻄﻠﺒﺔ‬
‫ﻟﺪﻳﻬﻢ ﺭﺿﻰ ﻓﻮﻕ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺑﻌﺪﻳﻦ‪ ،‬ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ ﻭﺑﻌﺪ ﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﺒﺮﺍﻣﺞ‪ ،‬ﻭﻟﺪﻳﻬﻢ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ‬
‫ﺍﻟﺮﺿﻰ ﻓﻲ ﺑﻌﺪ ﺍﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﻟﺪﻳﻬﻢ ﺩﺭﺟﺔ ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺑﻌﺪﻱ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻹﺩﺍﺭﺓ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ‬
‫ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ھﻲ ﺃﻥ ﺍﻟﻄﻼﺏ ﺃﺑﺪﻭﺍ ﺭﺿﺎھﻢ ﻋﻦ ﺃﻧﻔﺴﻬﻢ ﻭﻋﻦ ﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﺒﺮﺍﻣﺞ ﺑﺪﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﻭﺭﺿﺎھﻢ‬
‫ﻛﺎﻥ ﻣﺘﻮﺳﻄﺎ ﻋﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺃﺑﺪﻭﺍ ﻋﺪﻡ ﺭﺿﺎھﻢ ﻋﻦ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﻭﻋﻦ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺛﺎﻧﯿﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺠﺰﺋﯿﺔ ﺍﻷوﻟﻰ‪:‬‬
‫‪ -‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﻧﻔﺴﻪ‪.‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ‪ :4‬ﻳﻮﺿﺢ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻻﺳﺘﺠﺎﺑﺎﺕ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ )ﻥ=‪.(80‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻻﻧﺤﺮﺍﻑ‬ ‫ﺍﻟﻤﺠﻤﻮﻉ ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺮﻗﻢ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺌﻮﻳﺔ‬
‫‪0.52‬‬ ‫‪2.41 80.41‬‬ ‫‪193‬‬ ‫ﻟﺪﻱ ﺭﻏﺒﺔ ﻭﺩﺍﻓﻌﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬ ‫‪1‬‬
‫‪0.74‬‬ ‫‪2.18 72.91‬‬ ‫‪175‬‬ ‫ﺃﺗﻔﺎﻋﻞ ﻣﻊ ﺯﻣﻼﺋﻲ‪.‬‬ ‫‪2‬‬
‫‪0.84‬‬ ‫‪2.18 72.91‬‬ ‫ﺃھﺪﺍﻓﻲ ﻭﺍﺿﺤﺔ ﻣﻦ ﺩﺭﺍﺳﺔ ھﺬﺍ ﺍﻟﺘﺨﺼﺺ ‪175‬‬ ‫‪3‬‬
‫‪1.05‬‬ ‫‪2.02 67.50‬‬ ‫‪162‬‬ ‫ﻳﺘﻼءﻡ ﺗﺨﺼﺼﻲ ﻣﻊ ﻁﻤﻮﺣﺎﺗﻲ‪.‬‬ ‫‪4‬‬
‫‪1.15‬‬ ‫‪1.01 33.75‬‬ ‫ﺃﻅﻦ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ھﻤﻬﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺸﻬﺎﺩﺓ ‪81‬‬ ‫‪5‬‬
‫ﺑﺄﻳﺔ ﻁﺮﻳﻘﺔ‪.‬‬
‫‪0.90‬‬ ‫‪1.28 42.91‬‬ ‫ﺃﻅﻦ ﺃﻥ ﺣﻀﻮﺭ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﻟﻴﺲ ﻣﻦ ‪103‬‬ ‫‪6‬‬
‫ﺍھﺘﻤﺎﻣﺎﺕ ﺍﻟﻄﻠﺒﺔ‪.‬‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺟﺪﻭﻝ ‪ 4‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻭﺟﻮﺩ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻟﺪﻯ‬
‫ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ ﺣﻴﺚ ﻛﺎﻧﺖ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ ﺍﻟﻤﺤﺴﻮﺑﺔ ﻷﺭﺑﻊ ﻓﻘﺮﺍﺕ ﻣﻦ ﺳﺘﺔ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻨﻈﺮﻱ‬
‫)‪ ،(1.50‬ﻛﻤﺎ ﺃﻥ ﻛﻞ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ ﻷﺭﺑﻊ ﻓﻘﺮﺍﺕ ﺟﺎءﺕ ﺃﻛﺒﺮ ﻣﻦ )‪ .(50.00‬ﻭﺟﺎءﺕ ﻧﺘﺎﺋﺞ ﺍﻟﻔﻘﺮﺗﻴﻦ‬
‫ﺍﻷﺧﻴﺮﺗﻴﻦ ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺃﺭﺑﻊ ﻓﻘﺮﺍﺕ ﻣﺮﺗﻔﻌﺔ ﻭھﻲ ﻛﺎﻟﺘﺎﻟﻲ‪ :‬ﻟﺪﻱ ﺭﻏﺒﺔ‬
‫ﻭﺩﺍﻓﻌﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ )‪ ،(80.41‬ﺃﺗﻔﺎﻋﻞ ﻣﻊ ﺯﻣﻼﺋﻲ )‪ ،(72.91‬ﻭﺃھﺪﺍﻓﻲ ﻭﺍﺿﺤﺔ ﻣﻦ ﺩﺭﺍﺳﺔ ھﺬﺍ ﺍﻟﺘﺨﺼﺺ‬
‫)‪ ،(72.91‬ﻭﻳﺘﻼءﻡ ﺗﺨﺼﺼﻲ ﻣﻊ ﻁﻤﻮﺣﺎﺗﻲ )‪ .(67.50‬ﻭﻋﺒﺮﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﺭﺃﻳﻬﻢ ﻓﻲ ﻣﻈﻬﺮﻳﻦ‬
‫ﺳﻠﻮﻛﻴﻴﻦ ﻟﻄﻠﺒﺔ ﺍﻟﺠﺎﻣﻌﺔ ھﻤﺎ‪ :‬ﺃﻅﻦ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ھﻤﻬﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺸﻬﺎﺩﺓ ﺑﺄﻳﺔ ﻁﺮﻳﻘﺔ )‪ ،(33.75‬ﺃﻅﻦ ﺃﻥ‬
‫ﺣﻀﻮﺭ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﻟﻴﺲ ﻣﻦ ﺍھﺘﻤﺎﻣﺎﺕ ﺍﻟﻄﻠﺒﺔ )‪ .(42.91‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ھﻲ ﻭﺟﻮﺩ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ‬
‫ﻣﻦ ﺭﺿﻰ ﺍﻟﻄﺎﻟﺐ ﻋﻦ ﻧﻔﺴﻪ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺠﺰﺋﯿﺔ ﺍﻟﺜﺎﻧﯿﺔ‪:‬‬
‫‪ -‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﺒﺮﺍﻣﺞ‪.‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )دﺭﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ‪ :5‬ﻳﻮﺿﺢ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻻﺳﺘﺠﺎﺑﺎﺕ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺑﻌﺪ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻨﺎھﺞ )ﻥ=‪.(80‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻻﻧﺤﺮﺍﻑ‬ ‫ﺍﻟﻤﺠﻤﻮﻉ ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺮﻗﻢ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺌﻮﻳﺔ‬
‫‪0.93‬‬ ‫‪2.13 71.25‬‬ ‫ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻘﺎﻳﻴﺲ ﺍﻟﻤﻘﺮﺭﺓ ﻣﻬﻤﺔ ﻓﻲ ﺍﻟﺘﻜﻮﻳﻦ ‪171‬‬ ‫‪1‬‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﺍﻷﻛﺎﺩﻳﻤﻲ‪.‬‬
‫‪0.89‬‬ ‫‪1.97 65.83‬‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺮﺗﺒﻄﺔ ﺑﻮﺍﻗﻊ ﺍﻟﻄﺎﻟﺐ ‪158‬‬ ‫‪2‬‬
‫ﻭﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫‪0.88‬‬ ‫‪2.21 73.75‬‬ ‫ﺍﻟﻤﻘﺎﻳﻴﺲ ﺍﻟﻤﺪﺭﺳﺔ ﺗﻜﺴﺐ ﺍﻟﻄﺎﻟﺐ ﻣﻌﺎﺭﻑ ‪177‬‬ ‫‪3‬‬
‫ﻭﻣﻬﺎﺭﺍﺕ ﻣﻔﻴﺪﺓ‪.‬‬
‫‪0.92‬‬ ‫‪1.90 63.33‬‬ ‫‪152‬‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﻭﺳﺔ ﻣﺜﻴﺮﺓ ﻟﻼھﺘﻤﺎﻣﺎﺕ‬ ‫‪4‬‬
‫‪0.78‬‬ ‫‪1.38 46.25‬‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻣﻄﻠﻮﺑﺔ ﻓﻲ ﺳﻮﻕ ‪111‬‬ ‫‪5‬‬
‫ﺍﻟﻌﻤﻞ‪.‬‬
‫‪0.90‬‬ ‫‪1.25 41.66‬‬ ‫ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﺪﺭﺳﺔ ﺗﻨﻔﺬ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻭﻣﺴﺘﻤﺮ ‪100‬‬ ‫‪6‬‬
‫ﻭﺑﻤﻨﻬﺠﻴﺔ‪.‬‬
‫‪1.05‬‬ ‫‪1.56 52.08‬‬ ‫ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﻘﺮﺭﺓ ﺗﻌﻄﻲ ﺃھﻤﻴﺔ ﻟﻸﻋﻤﺎﻝ ‪125‬‬ ‫‪7‬‬
‫ﺍﻟﻤﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪.‬‬
‫‪0.82‬‬ ‫‪1.55 51.66‬‬ ‫ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻲ ﺗﻘﺪﻡ ﻣﻦ ﻁﺮﻑ ﺍﻟﻄﻠﺒﺔ ‪124‬‬ ‫‪8‬‬
‫ﻗﻠﻴﻠﺔ ﺍﻟﻔﺎﺋﺪﺓ‪.‬‬

‫ﻳﻈﻬﺮ ﺍﻟﺠﺪﻭﻝ ﺭﻗﻢ ‪ 5‬ﺍﺳﺘﻨﺎﺩﺍ ﺇﻟﻰ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻭﺟﻮﺩ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻟﺪﻯ‬
‫ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺣﻴﻦ ﻛﺎﻧﺖ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ ﺍﻟﻤﺤﺴﻮﺑﺔ ﻟﺴﺖ ﻓﻘﺮﺍﺕ ﻣﻦ ﺛﻤﺎﻧﻴﺔ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻨﻈﺮﻱ )‪.(1.50‬‬
‫ﻛﻤﺎ ﺃﻥ ﻛﻞ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ ﻟﺴﺖ ﻓﻘﺮﺍﺕ ﺟﺎءﺕ ﺃﻛﺒﺮ ﻣﻦ )‪ .(50.00‬ﻭﺟﺎءﺕ ﻧﺘﺎﺋﺞ ﺍﻟﻔﻘﺮﺗﻴﻦ ﺍﻷﺧﻴﺮﺗﻴﻦ ﺃﻗﻞ‬
‫ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪ .‬ﻭﻋﺒﺮ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺪﺭﺟﺎﺕ ﻣﺮﺗﻔﻌﺔ ﻋﻦ ﺃھﻤﻴﺔ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻘﺎﻳﻴﺲ ﺍﻟﻤﻘﺮﺭﺓ ﻓﻲ ﺍﻟﺘﻜﻮﻳﻦ‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﺍﻷﻛﺎﺩﻳﻤﻲ )‪ ،(71.25‬ﻭﻋﻦ ﺃﻥ ﺍﻟﻤﻘﺎﻳﻴﺲ ﺍﻟﻤﺪﺭﺳﺔ ﺗﻜﺴﺐ ﺍﻟﻄﺎﻟﺐ ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍﺕ ﻣﻔﻴﺪﺓ‬
‫)‪ ،(73.75‬ﻭﻋﻦ ﺍﺭﺗﺒﺎﻁ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺮﺗﺒﻄﺔ ﺑﻮﺍﻗﻊ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﻤﺠﺘﻤﻊ )‪،(65.83‬‬
‫ﻭﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﻭﺳﺔ ﻣﺜﻴﺮﺓ ﻟﻼھﺘﻤﺎﻣﺎﺕ )‪ .(63.33‬ﻭﺃﺑﺪﻯ ﺍﻟﻄﻠﺒﺔ ﻋﺪﻡ ﺭﺿﺎھﻢ ﻓﻲ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻲ ﺗﻘﺪﻡ ﻣﻦ ﻁﺮﻑ ﺍﻟﻄﻠﺒﺔ ﻗﻠﻴﻠﺔ ﺍﻟﻔﺎﺋﺪﺓ )‪ ،(51.66‬ﻭﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻣﻄﻠﻮﺑﺔ ﻓﻲ‬
‫ﺳﻮﻕ ﺍﻟﻌﻤﻞ )‪ ،(46.25‬ﻭﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﺪﺭﺳﺔ ﺗﻨﻔﺬ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻭﻣﺴﺘﻤﺮ ﻭﺑﻤﻨﻬﺠﻴﺔ )‪ ،(41.66‬ﻭﺍﻟﺒﺮﺍﻣﺞ‬
‫ﺍﻟﻤﻘﺮﺭﺓ ﺗﻌﻄﻲ ﺃھﻤﻴﺔ ﻟﻸﻋﻤﺎﻝ ﺍﻟﻤﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ )‪ .(52.08‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ھﻲ ﻭﺟﻮﺩ ﺩﺭﺟﺔ‬
‫ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﺒﺮﺍﻣﺞ‪.‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺠﺰﺋﯿﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺗﻮﺟﺪ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ‬
‫ﺍﻷﺳﺎﺗﺬﺓ‪.‬‬
‫ﺟﺪﻭﻝ ‪ :6‬ﻳﻮﺿﺢ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺑﻌﺪ ﺍﻷﺳﺎﺗﺬﺓ )ﻥ=‪.(80‬‬
‫ﺍﻟﻤﺠﻤﻮﻉ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻻﻧﺤﺮﺍﻑ‬ ‫ﺍﻟﺮﻗﻢ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺌﻮﻳﺔ‬
‫‪0.77‬‬ ‫‪1.90 63.33‬‬ ‫‪152‬‬ ‫ﻳﻌﺎﻣﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻄﻠﺒﺔ ﻣﻌﺎﻣﻠﺔ ﻻﺋﻘﺔ‪.‬‬ ‫‪1‬‬
‫‪0.86‬‬ ‫‪1.31 43.75‬‬ ‫‪105‬‬ ‫ﺍﻷﺳﺎﺗﺬﺓ ﻳﺮﺍﻋﻮﻥ ﻣﺼﻠﺤﺔ ﺍﻟﻄﺎﻟﺐ‪.‬‬ ‫‪2‬‬
‫‪0.89‬‬ ‫‪1.43 47.91‬‬ ‫‪115‬‬ ‫ﻳﻘﺪﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻹﺭﺷﺎﺩ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻟﻠﻄﻠﺒﺔ‪.‬‬ ‫‪3‬‬
‫‪0.65‬‬ ‫‪1.85 60.83‬‬ ‫‪146‬‬ ‫ﻳﻘﻮﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺑﻮﺍﺟﺒﺎﺗﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪.‬‬ ‫‪4‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )دﺭﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫‪1.06‬‬ ‫‪1.38‬‬ ‫‪46.25‬‬ ‫‪111‬‬ ‫ﺍﻷﺳﺎﺗﺬﺓ ﻳﻤﻴﺰﻭﻥ ﺑﻴﻦ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪5‬‬

‫‪0.79‬‬ ‫‪1.63‬‬ ‫‪54.58‬‬ ‫‪131‬‬ ‫ﻳﺒﺬﻝ ﺍﻷﺳﺎﺗﺬﺓ ﺟﻬﻮﺩﺍ ﻓﻲ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﻭﺱ‪.‬‬ ‫‪6‬‬
‫‪0.97‬‬ ‫‪1.23‬‬ ‫‪41.25‬‬ ‫‪99‬‬ ‫ﺗﻤﻴﺰ ﺍﻷﺳﺎﺗﺬﺓ ﺑﺎﻟﺘﺄﺧﺮ ﻭﺍﻟﻐﻴﺎﺏ ﺍﻟﻤﺘﻜﺮﺭ‪.‬‬ ‫‪7‬‬
‫‪0.96‬‬ ‫‪1.17‬‬ ‫‪39.16‬‬ ‫‪94‬‬ ‫ﺍﻷﺳﺎﺗﺬﺓ ﻻ ﻳﺮﺍﻋﻮﻥ ﻅﺮﻭﻑ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪8‬‬
‫‪0.82‬‬ ‫‪1.40‬‬ ‫‪46.66‬‬ ‫‪112‬‬ ‫ﺍﻋﺘﻤﺎﺩ ﺍﻷﺳﺎﺗﺬﺓ ﻋﻠﻰ ﻁﺮﻕ ﺗﻘﻠﻴﺪﻳﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬ ‫‪9‬‬
‫‪1.04‬‬ ‫‪1.87‬‬ ‫‪62.50‬‬ ‫‪150‬‬ ‫ﻳﺘﻘﺒﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺁﺭﺍء ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪10‬‬

‫ﺃﻅﻬﺮﺕ ﻧﺘﺎﺋﺞ ﺟﺪﻭﻝ ‪ 6‬ﻭﺟﻮﺩ ﺭﺿﻰ ﺑﺪﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺍﻷﺳﺎﺗﺬﺓ ﺣﻴﺚ ﻛﺎﻧﺖ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ‬
‫ﺍﻟﻤﺤﺴﻮﺑﺔ ﻷﺭﺑﻊ ﻓﻘﺮﺍﺕ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻨﻈﺮﻱ )‪ ،(1.50‬ﻛﻤﺎ ﺃﻥ ﻛﻞ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ ﻷﺭﺑﻊ ﻓﻘﺮﺍﺕ‬
‫ﺟﺎءﺕ ﺃﻛﺒﺮ ﻣﻦ )‪ .(50.00‬ﻭﺟﺎءﺕ ﻧﺘﺎﺋﺞ ﺑﺎﻗﻲ ﺍﻟﻔﻘﺮﺍﺕ ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ‪ .‬ﺣﻴﺚ ﺃﻅﻬﺮ ﺍﻟﻄﻠﺒﺔ ﺭﺿﺎھﻢ‬
‫ﺑﺪﺭﺟﺔ ﺃﻛﺒﺮ ﻋﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻛﻤﺎ ﻅﻬﺮ ﻣﻦ ﺍﺳﺘﺠﺎﺑﺎﺗﻬﻢ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺍﺕ‪ :‬ﻳﻌﺎﻣﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻄﻠﺒﺔ ﻣﻌﺎﻣﻠﺔ ﻻﺋﻘﺔ‬
‫)‪ ،(63.33‬ﻳﻘﻮﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺑﻮﺍﺟﺒﺎﺗﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ )‪ ،(60.83‬ﻳﺒﺬﻝ ﺍﻷﺳﺎﺗﺬﺓ ﺟﻬﻮﺩﺍ ﻓﻲ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﻭﺱ‬
‫)‪ ،(54.58‬ﻳﺘﻘﺒﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺁﺭﺍء ﺍﻟﻄﻠﺒﺔ )‪ .(62.50‬ﺃﺑﺪﻯ ﺍﻟﻄﻠﺒﺔ ﻋﺪﻡ ﺭﺿﺎھﻢ ﻋﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻓﻲ ﺍﻟﻔﻘﺮﺍﺕ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻷﺳﺎﺗﺬﺓ ﻳﻤﻴﺰﻭﻥ ﺑﻴﻦ ﺍﻟﻄﻠﺒﺔ )‪ ،(46.25‬ﺗﻤﻴﺰ ﺍﻷﺳﺎﺗﺬﺓ ﺑﺎﻟﺘﺄﺧﺮ ﻭﺍﻟﻐﻴﺎﺏ ﺍﻟﻤﺘﻜﺮﺭ )‪،(41.25‬‬
‫ﻭﺍﻷﺳﺎﺗﺬﺓ ﻻ ﻳﺮﺍﻋﻮﻥ ﻅﺮﻭﻑ ﺍﻟﻄﻠﺒﺔ )‪ ،(39.16‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﻷﺳﺎﺗﺬﺓ ﻋﻠﻰ ﻁﺮﻕ ﺗﻘﻠﻴﺪﻳﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ‬
‫)‪ .(46.66‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ھﻲ ﻭﺟﻮﺩ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻋﻦ ﺍﻷﺳﺘﺎﺫ ﺣﺴﺐ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﺧﺎﻣﺴﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺠﺰﺋﯿﺔ ﺍﻟﺮﺍﺑﻌﺔ‪:‬‬
‫‪ -‬ﻳﻮﺟﺪ ﺭﺿﻰ ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫ﺟﺪﻭﻝ ‪ :7‬ﻳﻮﺿﺢ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺑﻌﺪ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ )ﻥ=‪.(80‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻻﻧﺤﺮﺍﻑ‬ ‫ﺍﻟﻤﺠﻤﻮﻉ ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺮﻗﻢ ﺍﻟﻌﺒﺎﺭﺍت‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺌﻮﻳﺔ‬
‫‪1.14‬‬ ‫‪1.00 33.33‬‬ ‫‪80‬‬ ‫ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻏﻴﺮ ﻧﻈﻴﻔﺔ‪.‬‬ ‫‪1‬‬
‫‪0.99‬‬ ‫‪1.02 34.16‬‬ ‫‪82‬‬ ‫ﺗﺘﻮﺍﻓﺮ ﺧﺪﻣﺎﺕ ﺍﻷﻧﺘﺮﻧﻴﺖ ﺑﻜﻔﺎﻳﺔ‪.‬‬ ‫‪2‬‬
‫‪0.78‬‬ ‫‪1.38 46.25‬‬ ‫‪111‬‬ ‫ﺗﺘﻮﺍﻓﺮ ﻣﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺔ‪.‬‬ ‫‪3‬‬
‫‪0.81‬‬ ‫‪1.28 42.91‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﻭﺍﻷﺟﻮﺍء ﺍﻟﺴﺎﺋﺪﺓ ﻣﺸﺠﻌﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ‪103 .‬‬ ‫‪4‬‬
‫‪0.89‬‬ ‫‪1.25 41.66‬‬ ‫‪100‬‬ ‫ﻅﺮﻭﻑ ﺍﻟﺴﻜﻦ ﻓﻲ ﺍﻷﺣﻴﺎء ﺍﻟﺠﺎﻣﻌﻴﺔ ﻣﻘﺒﻮﻟﺔ‪.‬‬ ‫‪5‬‬
‫‪1.04‬‬ ‫‪1.23 41.25‬‬ ‫‪99‬‬ ‫ﺍﻟﻘﺎﻋﺎﺕ ﻏﻴﺮ ﻣﻬﻴﺄﺓ ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬ ‫‪6‬‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺟﺪﻭﻝ ‪ 7‬ﺃﻥ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﺃﻅﻬﺮﺕ ﻋﺪﻡ ﺭﺿﻰ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﺍﻟﺴﺎﺋﺪ ﺣﻴﺚ ﻛﺎﻧﺖ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ ﺍﻟﻤﺤﺴﻮﺑﺔ ﻟﻠﻔﻘﺮﺍﺕ ﺍﻟﺴﺖ ﻛﻠﻬﺎ ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻨﻈﺮﻱ )‪ ،(1.50‬ﻛﻤﺎ ﺃﻥ‬
‫ﻛﻞ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ ﻟﺠﻤﻴﻊ ﺍﻟﻔﻘﺮﺍﺕ ﻛﺎﻧﺖ ﺃﻗﻞ ﻣﻦ )‪ .(50.00‬ﻛﻤﺎ ﺗﻈﻬﺮ ﺑﺎﻗﻲ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺗﺆﻛﺪ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ ﻭﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ‪ .‬ﺣﻴﺚ ﺃﻅﻬﺮﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﺍﻟﻘﺎﻋﺎﺕ ﻏﻴﺮ ﻣﻬﻴﺄﺓ ﻭﻏﻴﺮ‬
‫ﻧﻈﻴﻔﺔ ﺑﺎﻟﺸﻜﻞ ﺍﻟﻼﺯﻡ ﻛﻤﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺍﺕ‪ :‬ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻏﻴﺮ ﻧﻈﻴﻔﺔ )‪ ،(33.33‬ﺍﻟﻘﺎﻋﺎﺕ ﻏﻴﺮ ﻣﻬﻴﺄﺓ ﻟﻠﺪﺭﺍﺳﺔ‬
‫)‪ ،(41.25‬ﻭﺃﻥ ﺧﺪﻣﺎﺕ ﺍﻷﻧﺘﺮﻧﺖ ﻭﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺮﺍﺟﻊ ﻏﻴﺮ ﻛﺎﻓﻴﺔ‪ .‬ﻛﻤﺎ ﻋﺒﺮ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ :‬ﺗﺘﻮﺍﻓﺮ‬
‫ﺧﺪﻣﺎﺕ ﺍﻷﻧﺘﺮﻧﻴﺖ ﺑﻜﻔﺎﻳﺔ )‪(34.16‬؛ ﺗﺘﻮﺍﻓﺮ ﻣﺮﺍﺟﻊ ﻭﻣﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺔ )‪ (46.25‬ﻋﻦ ﺃﻥ ﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﻅﺮﻭﻑ ﺍﻟﺴﻜﻦ ﻏﻴﺮ ﻣﺴﺎﻋﺪﺓ ﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻛﻤﺎ ﺑﺪﺍ ﻣﻦ ﺍﺳﺘﺠﺎﺑﺎﺗﻬﻢ‬
‫ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ :‬ﺍﻟﻤﻨﺎﺥ ﻭﺍﻷﺟﻮﺍء ﺍﻟﺴﺎﺋﺪﺓ ﻣﺸﺠﻌﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ )‪ ،(42.91‬ﻭﻅﺮﻭﻑ ﺍﻟﺴﻜﻦ ﻓﻲ ﺍﻷﺣﻴﺎء‬
‫ﺍﻟﺠﺎﻣﻌﻴﺔ ﻣﻘﺒﻮﻟﺔ )‪ (41.66‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ‪ ،‬ﻋﺪﻡ ﺭﺿﻰ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺴﺎﺋﺪ ﻭﺑﺪﺭﺟﺔ‬
‫ﻣﺮﺗﻔﻌﺔ‪.‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )دﺭﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﺳﺎدﺳﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺠﺰﺋﯿﺔ ﺍﻟﺨﺎﻣﺴﺔ‪:‬‬

‫‪ -‬ﻳﻮﺟﺪ ﺭﺿﻰ ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺟﺪﻭﻝ ‪ :8‬ﻳﻮﺿﯨﺢ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ )ﻥ=‪.(80‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻻﻧﺤﺮﺍﻑ‬ ‫ﺍﻟﻤﺠﻤﻮﻉ ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺮﻗﻢ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺌﻮﻳﺔ‬
‫‪1.14‬‬ ‫‪1.18 39.58‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﻏﻴﺮ ﻣﻨﻈﻤﺔ‪ ،‬ﻁﺎﺑﻌﻬﺎ ﺍﻟﻔﻮﺿﻰ ﻓﻲ ﺍﻟﺘﺴﻴﻴﺮ‪95 .‬‬
‫‪0.89‬‬ ‫‪1.17 39.16‬‬ ‫‪94‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﺗﻘﻮﻡ ﺑﻮﺍﺟﺒﺎﺗﻬﺎ ﻭﻣﺴﺆﻭﻟﻴﺎﺗﻬﺎ ﺍﺗﺠﺎﻩ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪2‬‬
‫‪1.06‬‬ ‫‪1.27 42.50‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﻏﻴﺮ ﻣﻬﺘﻤﺔ ﺑﺸﺆﻭﻥ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﺎﻟﺸﻜﻞ ‪102‬‬ ‫‪3‬‬
‫ﺍﻟﻼﺯﻡ‪.‬‬
‫‪0.89‬‬ ‫‪0.87 29.16‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﺗﺒﺬﻝ ﺟﻬﻮﺩﺍ ﻣﻌﺘﺒﺮﺓ ﻹﻳﺠﺎﺩ ﺍﻟﺤﻠﻮﻝ ﻟﻤﺸﺎﻛﻞ ‪70‬‬ ‫‪4‬‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪0.98‬‬ ‫‪0.88 29.58‬‬ ‫‪71‬‬ ‫ﺗﺴﺘﻤﻊ ﺍﻹﺩﺍﺭﺓ ﻻﻧﺸﻐﺎﻻﺕ ﻭﺍھﺘﻤﺎﻣﺎﺕ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪5‬‬
‫‪1.26‬‬ ‫‪1.43 47.91‬‬ ‫‪115‬‬ ‫ﻏﻴﺎﺏ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪6‬‬
‫‪1.18‬‬ ‫‪1.35 45.00‬‬ ‫‪108‬‬ ‫ﺃﺣﺲ ﺑﻐﻴﺎﺏ ﻓﻌﻠﻲ ﻟﻺﺩﺍﺭﺓ‪.‬‬ ‫‪7‬‬
‫‪0.82‬‬ ‫‪0.78 26.25‬‬ ‫ﺗﻮﻓﺮ ﺍﻹﺩﺍﺭﺓ ﻛﺎﻣﻞ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻣﻦ ﺃﺟﻞ ‪63‬‬ ‫‪8‬‬
‫ﺗﻤﺪﺭﺱ ﺃﻓﻀﻞ‪.‬‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺟﺪﻭﻝ ‪ 8‬ﺃﻥ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﺃﻅﻬﺮﺕ ﻓﻴﻤﺎ ﻳﺨﺺ ﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ ﺃﻥ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ‬
‫ﺍﻟﻤﺤﺴﻮﺑﺔ ﻟﻠﻔﻘﺮﺍﺕ ﺍﻟﺜﻤﺎﻧﻴﺔ ﻛﻠﻬﺎ ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﻨﻈﺮﻱ )‪ ،(1.50‬ﻛﻤﺎ ﺃﻥ ﻛﻞ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺌﻮﻳﺔ ﻟﺠﻤﻴﻊ‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﻛﺎﻧﺖ ﺃﻗﻞ ﻣﻦ )‪ .(50.00‬ﻛﻤﺎ ﺗﻈﻬﺮ ﺑﺎﻗﻲ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺗﺆﻛﺪ ﻧﺘﺎﺋﺞ ﺍﻟﻤﺘﻮﺳﻄﺎﺕ ﻭﺍﻟﻨﺴﺐ‬
‫ﺍﻟﻤﺌﻮﻳﺔ‪ .‬ﺣﻴﺚ ﻋﺒﺮﺕ ﻧﺴﺒﺔ ﻣﺮﺗﻔﻌﺔ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻦ ﻭﺟﻮﺩ ﺻﻔﺎﺕ ﺳﻠﺒﻴﺔ ﻟﻺﺩﺍﺭﺓ ﻣﺜﻞ‪ :‬ﺍﻹﺩﺍﺭﺓ ﻏﻴﺮ‬
‫ﻣﻨﻈﻤﺔ‪ ،‬ﻭﻁﺎﺑﻌﻬﺎ ﺍﻟﻔﻮﺿﻰ ﻓﻲ ﺍﻟﺘﺴﻴﻴﺮ )‪ ،(39.58‬ﻭﺍﻹﺩﺍﺭﺓ ﻏﻴﺮ ﻣﻬﺘﻤﺔ ﺑﺸﺆﻭﻥ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﺎﻟﺸﻜﻞ‬
‫ﺍﻟﻼﺯﻡ )‪ ،(42.50‬ﻭﻏﻴﺎﺏ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻄﻠﺒﺔ )‪ ،(47.91‬ﻭﺃﺣﺲ ﺑﻐﻴﺎﺏ ﻓﻌﻠﻲ ﻟﻺﺩﺍﺭﺓ )‪.(45.00‬‬
‫ﻭﺃﻅﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﻻ ﺗﻘﻮﻡ ﺑﻮﺍﺟﺒﺎﺗﻬﺎ ﻭﻣﺘﻘﺎﻋﺴﺔ ﻓﻲ ﺍﻟﺴﻬﺮ ﻋﻠﻰ ﺷﺆﻭﻥ ﺍﻟﻄﻠﺒﺔ ﻣﺜﻞ ﻣﺎ ﻅﻬﺮ ﻓﻲ‬
‫ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ :‬ﺍﻹﺩﺍﺭﺓ ﺗﻘﻮﻡ ﺑﻮﺍﺟﺒﺎﺗﻬﺎ ﻭﻣﺴﺆﻭﻟﻴﺎﺗﻬﺎ ﺍﺗﺠﺎﻩ ﺍﻟﻄﻠﺒﺔ )‪ (39.16‬ﻓﻘﻂ‪،‬‬
‫ﻭﺍﻹﺩﺍﺭﺓ ﺗﺒﺬﻝ ﺟﻬﻮﺩﺍ ﻣﻌﺘﺒﺮﺓ ﻹﻳﺠﺎﺩ ﺍﻟﺤﻠﻮﻝ ﻟﻤﺸﺎﻛﻞ ﺍﻟﻄﻠﺒﺔ )‪ (29.16‬ﻓﻘﻂ‪ ،‬ﻭﺗﺴﺘﻤﻊ ﺍﻹﺩﺍﺭﺓ ﻻﻧﺸﻐﺎﻻﺕ‬
‫ﻭﺍھﺘﻤﺎﻣﺎﺕ ﺍﻟﻄﻠﺒﺔ )‪ (29.58‬ﻓﻘﻂ‪ ،‬ﻭﺗﻮﻓﺮ ﺍﻹﺩﺍﺭﺓ ﻛﺎﻣﻞ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻣﻦ ﺃﺟﻞ ﺗﻤﺪﺭﺱ ﺃﻓﻀﻞ‬
‫)‪ (26.25‬ﻓﻘﻂ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ ھﻲ ﻋﺪﻡ ﺭﺿﻰ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺍﻹﺩﺍﺭﺓ ﺑﺪﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ‪ ،‬ﻭﻟﻴﺴﺖ ﻣﺘﻮﺳﻄﺔ ﻣﺜﻞ ﻣﺎ‬
‫ﺗﻮﻗﻌﻨﺎ‪.‬‬
‫ﺳﺎﺑﻌﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺴﺎدﺳﺔ‪ :‬ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻓﻲ ﻧﻈﺮﺗﻬﻢ‬
‫ﻟﻮﺍﻗﻌﻬﻢ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ھﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻤﺪﻧﺎ ﺇﻟﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ "ﺕ" ﺍﻟﺬﻱ ﺃﻅﻬﺮ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺟﺪﻭﻝ‪ :9‬ﺍﺧﺘﺒﺎﺭ "ﺕ" ﻟﺘﻮﺿﻴﺢ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﻴﻦ ﺍﻟﺠﻨﺴﻴﻦ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺍﻻﺳﺘﺒﻴﺎﻥ‪.‬‬

‫ﺍﻟﺪﻻﻟﺔ ﺍﻟﻤﻌﻨﻮﻳﺔ‬ ‫ﻗﻴﻤﺔ "ﺕ"‬ ‫ﺩﺭﺟﺔ‬ ‫ﺇﻧﺎﺙ‪50:‬‬ ‫ﺫﻛﻮﺭ‪30 :‬‬ ‫ﺍﻷﺑﻌﺎﺩ‬

‫ﺍﻟﺤﺮﻳﺔ‬
‫ﻉ‪2‬‬ ‫ﻡ‪2‬‬ ‫ﻉ‪1‬‬ ‫ﻡ‪1‬‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.38‬‬ ‫‪78‬‬ ‫‪2.61‬‬ ‫‪10.80‬‬ ‫‪2.60‬‬ ‫‪11.63‬‬ ‫ﺍﻟﻄﺎﻟﺐ‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪0.22‬‬ ‫‪78‬‬ ‫‪4.51‬‬ ‫‪14.06‬‬ ‫‪4.36‬‬ ‫‪13.83‬‬ ‫ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻨﺎھﺞ‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.83‬‬ ‫‪78‬‬ ‫‪4.71‬‬ ‫‪14.38‬‬ ‫‪4.29‬‬ ‫‪16.26‬‬ ‫ﺍﻷﺳﺎﺗﺬﺓ‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.90‬‬ ‫‪78‬‬ ‫‪2.86‬‬ ‫‪6.64‬‬ ‫‪2.85‬‬ ‫‪07.90‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫‪ 2.96‬ﺩﺍﻟﺔ ﻋﻨﺪ ‪0.01‬‬ ‫‪78‬‬ ‫‪3.97‬‬ ‫‪8.30‬‬ ‫‪7.89 12.23‬‬ ‫ﺍﻹﺩﺍﺭﺓ‬

‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.98‬‬ ‫‪78‬‬ ‫‪13.07‬‬ ‫‪54.18‬‬ ‫‪13.30 60.20‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺟﺪﻭﻝ ‪ 9‬ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻧ ﺘﺎﺋﺞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﺕ ﻟﻘﻴﺎﺱ ﺍﻟﻔﺮﻭﻕ ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‪ ،‬ﻭﺟﻮﺩ ﻓﺮﻭﻕ‬
‫ﻓﻲ ﺑﻌﺪ ﻭﺍﺣﺪ ﻓﻘﻂ ھﻮ ﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ ﺑﻴﻨﻤﺎ ﻟﻢ ﻳﻈﻬﺮ ﺃﻱ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻓﻲ ﺑﺎﻗﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺭﺑﻌﺔ ﻭﻋﻠﻰ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻼﺳﺘﺒﻴﺎﻥ‪ .‬ﻭﺑﺸﻜﻞ ﻋﺎﻡ ﻻ ﻳﻮﺟﺪ ﺍﺧﺘﻼﻑ ﻓﻲ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‬
‫ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‪.‬‬
‫ﺳﺎدﺳﺎ‪ :‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﯿﺔ ﺍﻟﺴﺎﺑﻌﺔ ‪ :‬ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﺑﻴﻦ ﻁﻠﺒﺔ ﺗﺨﺼﺺ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫ﻭﺗﺨﺼﺺ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻮﺍﻗﻌﻬﻢ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ھﺬﺍ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻤﺪﻧﺎ ﺇﻟﻰ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﺧﺘﺒﺎﺭ "ﺕ" ﺍﻟﺬﻱ ﺃﻅﻬﺮ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺟﺪﻭﻝ‪ :10‬ﺍﺧﺘﺒﺎﺭ "ﺕ" ﻟﺘﻮﺿﻴﺢ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﻓﻲ ﺍﻟﺘﺨﺼﺺ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺍﻻﺳﺘﺒﻴﺎﻥ‪.‬‬

‫ﻗﻴﻤﺔ "ﺕ" ﺍﻟﺪﻻﻟﺔ ﺍﻟﻤﻌﻨﻮﻳﺔ‬ ‫ﺩﺭﺟﺔ‬ ‫ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‪53 :‬‬ ‫ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪27 :‬‬ ‫ﺍﻷﺑﻌﺎﺩ‬
‫ﺍﻟﺤﺮﻳﺔ‬
‫ﻉ‪2‬‬ ‫ﻡ‪2‬‬ ‫ﻉ‪1‬‬ ‫ﻡ‪1‬‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.47‬‬ ‫‪78‬‬ ‫‪2.66‬‬ ‫‪10.81‬‬ ‫‪2.50‬‬ ‫‪11.70‬‬ ‫ﺍﻟﻄﺎﻟﺐ‬
‫ﺩﺍﻟﺔ ﻋﻨﺪ ‪0.01‬‬ ‫‪6.18‬‬ ‫‪78‬‬ ‫‪4.06‬‬ ‫‪12.28‬‬ ‫‪3.04‬‬ ‫‪17.29‬‬ ‫ﺍﻟﺒﺮﺍﻣﺞ‬
‫ﻭﺍﻟﻤﻨﺎھﺞ‬
‫ﺩﺍﻟﺔ ﻋﻨﺪ ‪0.01‬‬ ‫‪3.97‬‬ ‫‪78‬‬ ‫‪4.46‬‬ ‫‪13.79‬‬ ‫‪3.86‬‬ ‫‪17.62‬‬ ‫ﺍﻷﺳﺎﺗﺬﺓ‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.88‬‬ ‫‪78‬‬ ‫‪2.68‬‬ ‫‪06.66‬‬ ‫‪3.16‬‬ ‫‪8.00‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻏﻴﺮ ﺩﺍﻟﺔ‬ ‫‪1.04-‬‬ ‫‪78‬‬ ‫‪6.57‬‬ ‫‪10.22‬‬ ‫‪4.75‬‬ ‫‪8.88‬‬ ‫ﺍﻹﺩﺍﺭﺓ‬
‫ﺩﺍﻟﺔ ﻋﻨﺪ ‪0.01‬‬ ‫‪3.66‬‬ ‫‪78 12.60‬‬ ‫‪52.83‬‬ ‫‪12.22‬‬ ‫‪63.51‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺟﺪﻭﻝ ‪ 10‬ﺃﻥ ﻧﺘﺎﺋﺞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﺕ ﻟﻘﻴﺎﺱ ﺍﻟﻔﺮﻭﻕ ﺑﻴﻦ ﺗﺨﺼﺺ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺗﺨﺼﺺ ﻋﻠﻮﻡ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺃﻅﻬﺮﺕ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﻓﻲ ﺑﻌﺪﻱ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﻤﻨﺎھﺞ ﻭﺍﻷﺳﺎﺗﺬﺓ ﻭﻓﻲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻼﺳﺘﺒﻴﺎﻥ ﻟﺼﺎﻟﺢ‬
‫ﻁﻠﺒﺔ ﺗﺨﺼﺺ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪ ،‬ﺑﻴﻨﻤﺎ ﻟﻢ ﻳﻈﻬﺮ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻓﻲ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﻭھﻲ‪ :‬ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﺑﻌﺪ ﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ‪ .‬ﻭﺑﺸﻜﻞ ﻋﺎﻡ ﻳﻮﺟﺪ ﺍﺧﺘﻼﻑ ﻓﻲ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﺑﻴﻦ‬
‫ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﻴﻦ )ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻢ ﺍﻟﺘﺮﺑﻴﺔ(‪ ،‬ﻟﻜﻦ ھﺬﺍ ﺍﻻﺧﺘﻼﻑ ﺟﺰﺋﻲ‪ ،‬ﻭﻛﻤﻲ ﻭﻟﻴﺲ ﻧﻮﻋﻴﺎ‪ ،‬ﻭھﻮ ﺗﻔﺎﻭﺕ‬
‫ﻛﻤﻲ ﻓﻲ ﻭﺻﻒ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻓﻲ ﺑﻌﺪﻳﻦ ﻧﺘﺞ ﻋﻨﻪ ﺗﻔﺎﻭﺕ ﻓﻲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ‪.‬‬

‫ﻣﻨﺎﻗﺸﺔ وﺧﺎﺗﻤﺔ‪:‬‬
‫ﻟﻘﺪ ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻤﻴﺪﺍﻧﻴﺔ ﺍﻟﺘﻲ ﺃﺟﺮﻳﻨﺎھﺎ ﺣﻮﻝ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻴﻨﺔ‬
‫ﻣﻦ ﻁﻠﺒﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﺇﻟﻰ ﻧﺘﺎﺋﺞ ﻣﻬﻤﺔ ﻭھﻲ ﻛﺎﻟﺘﺎﻟﻲ‪:‬‬
‫‪-1‬ﺇﻥ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﺑﺸﻜﻞ ﻋﺎﻡ ﻓﻲ ﻣﺴﺘﻮﻯ ﻣﺘﻮﺳﻂ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‪،‬‬
‫ﺑﻤﻌﻨﻰ ﺃﻧﻪ ﻭﺍﻗﻊ ﻏﻴﺮ ﻣﺮﺿﻲ ﻛﻤﺎ ﺃﻧﻪ ﻏﻴﺮ ﺳﻴﺊ ﻟﻠﻐﺎﻳﺔ‪ ،‬ﻭھﺬﺍ ھﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﻭﺟﻮﺩ ﻣﺸﻜﻼﺕ ﺩﺭﺍﺳﻴﺔ‬
‫ﻭﺃﻛﺎﺩﻳﻤﻴﺔ ﺃﻛﺪﺗﻬﺎ ﺩﺭﺍﺳﺎﺕ ﻣﺜﻞ‪ :‬ﺩﺭﺍﺳﺔ ﺍﻷﻏﺎ‪ ،‬ﻭﺃﺑﻮ ﻧﺎھﻴﺔ )‪ (1989‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﺎ ﻭ ﺍﻟﺮﺑﻌﻲ )‪،(2006‬‬
‫ﻭﺩﺭﺍﺳﺔ ﺳﻠﻴﻤﺎﻥ ﻭﺍﻟﺼﻤﺎﺩﻱ )‪ (2008‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﻨﺠﺎﺭ )‪ ،(2009‬ﻭﺩﺭﺍﺳﺔ ﺯﻳﻦ ﻳﺎﺳﻴﻦ )‪ ،(2010‬ﻭﺩﺭﺍﺳﺔ‬
‫ﺍﻟﻘﻴﺴﻲ )‪ ،(2014‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺴﻌﺎﻳﺪﺓ ﻭﺍﻟﻌﻮﺍﻭﺩﺓ‪ ،‬ﻭﺍﻟﺤﺪﻳﺪﻱ )‪ .(2015‬ﺣﻴﺚ ﺗﻮﺻﻠﺖ ھﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻛﻠﻬﺎ ﺇﻟﻰ‬
‫ﻭﺟﻮﺩ ﻣﺸﻜﻼﺕ ﺩﺭﺍﺳﻴﺔ ﻭﺃﻛﺎﺩﻳﻤﻴﺔ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺸﻜﻼﺕ ﺃﺧﺮﻯ‪.‬‬
‫‪ -2‬ﺣﺼﻞ ﺑﻌﺪ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﺣﻴﺚ ﻋﺒﺮ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻟﺪﻳﻬﻢ ﺭﻏﺒﺔ ﻭﺃھﺪﺍﻑ‬
‫ﻭﻁﻤﻮﺣﺎﺕ ﻭﺗﻮﺟﻬﺎﺕ ﺇﻳﺠﺎﺑﻴﺔ ﻧﺤﻮ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭھﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﺨﺎﻟﻒ ﻣﺎ ﺗﻮﺻﻞ ﺇﻟﻴﻪ ﺍﻟﻜﺒﻴﺴﻲ‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﻭﺍﻟﺠﻨﺎﺑﻲ )‪ (1986‬ﺑﺸﺄﻥ ﺍﻧﺨﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺍﻷﻏﺎ ﻭﺃﺑﻮ ﻧﺎھﻴﺔ )‪ (1989‬ﺑﺨﺼﻮﺹ‬
‫ﻭﺟﻮﺩ ﻣﺸﻜﻼﺕ ﺷﺨﺼﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻟﺴﻌﺎﻳﺪﺓ ﻭﺍﻟﻌﻮﺍﻭﺩﺓ‪ ،‬ﻭﺍﻟﺤﺪﻳﺪﻱ )‪ (2015‬ﺑﺸﺄﻥ ﻋﺪﻡ ﺍﻻﺭﺗﻴﺎﺡ‬
‫ﻭﺍﻟﺮﺿﻰ ﻋﻦ ﺍﻟﺘﺨﺼﺺ‪.‬‬
‫‪ -3‬ﺣﺼﻞ ﺑﻌﺪ ﺍﻟﻤﻨﺎھﺞ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﻣﻤﺎ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺩﺭﺟﺔ ﻣﻦ ﺍﻟﺮﺿﻰ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ‬
‫ﺍﻟﺠﺎﻣﻌﻲ ﻋﻦ ﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﻤﻘﺮﺭﺍﺕ ﻭﺍﻟﻤﻘﺎﻳﻴﺲ ﻭﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﻤﺪﺭﺳﺔ ﺇﻻ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ﺍﻋﺘﺒﺮﻭﺍ‬
‫ﺃﻥ ﺍﻟﺒﺤﻮﺙ ﻻ ﺟﺪﻭﻯ ﻣﻨﻬﺎ ﻭﻗﻠﻴﻠﺔ ﺍﻟﻔﺎﺋﺪﺓ ﻭﺃﻥ ھﻨﺎﻙ ﻣﺸﻜﻠﺔ ﻓﻲ ﺗﻨﻔﻴﺬ ﻭﺗﻨﻈﻴﻢ ﻭﻣﻨﻬﺠﻴﺔ ﺍﻟﻤﻘﺮﺭﺍﺕ ﻭﺍﻟﻤﻮﺍﺿﻴﻊ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻭھﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺗﻮﺍﻓﻖ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻜﺒﻴﺴﻲ ﻭﺍﻟﺠﻨﺎﺑﻲ )‪ (1986‬ﻟﻮﺟﻮﺩ ﻣﺸﻜﻠﺔ ﻓﻲ‬
‫ﺍﻟﻤﻨﺎھﺞ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻷﻏﺎ ﻭﺃﺑﻮ ﻧﺎھﻴﺔ )‪ (1989‬ﻟﻤﺸﺎﻛﻞ ﻣﺤﺘﻮﻯ ﺍﻟﻤﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﺎ ﻭﺍﻟﺮﺑﻌﻲ‬
‫)‪ (2006‬ﻟﻮﺟﻮﺩ ﻣﻘﺮﺭﺍﺕ ﻓﻲ ﺍﻟﺘﺨﺼﺺ ﻟﻴﺲ ﻟﻬﺎ ﻓﺎﺋﺪﺓ ﺗﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﻣﻌﻈﻢ ﺍﻟﻤﻘﺮﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺤﻔﻆ‪.‬‬
‫‪-4‬ﺣﺼﻞ ﺑﻌﺪ ﺍﻷﺳﺘﺎﺫ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ﻋﺒﺮﻭﺍ ﺑﺪﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻋﻦ ﺃﻥ ﺍﻷﺳﺎﺗﺬﺓ ﻟﺪﻳﻬﻢ‬
‫ﻣﻌﺎﻣﻠﺔ ﺣﺴﻨﺔ ﻭﺃﻧﻬﻢ ﻳﻘﻮﻣﻮﻥ ﺑﻮﺍﺟﺒﺎﺗﻬﻢ ﻭﻳﺘﻘﺒﻠﻮﻥ ﺃﺭﺍء ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻋﺒﺮﻭﺍ ﺑﺪﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ ﺑﺄﻥ‬
‫ھﻨﺎﻙ ﺗﻤﻴﻴﺰ ﻓﻲ ﺍﻟﻤﻌﺎﻣﻠﺔ‪ ،‬ﻭﺗﺄﺧﺮ ﻭﻏﻴﺎﺏ‪ ،‬ﻭﺇﺗﺒﺎﻉ ﻁﺮﻕ ﺗﻘﻠﻴﺪﻳﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻋﺪﻡ ﻣﺮﺍﻋﺎﺓ ﻅﺮﻭﻑ ﺍﻟﻄﻠﺒﺔ‪،‬‬
‫ﻭھﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺗﻮﺍﻓﻖ ﻣﺎ ﺗﻮﺻﻞ ﺇﻟﻴﻪ ﺍﻟﻜﺒﻴﺴﻲ ﻭﺍﻟﺠﻨﺎﺑﻲ )‪ (1986‬ﻣﻦ ﻭﺟﻮﺩ ﻣﺸﻜﻼﺕ ﻣﺘﻌﻠﻘﺔ ﺑﻌﻼﻗﺔ ﺍﻟﻄﻠﺒﺔ‬
‫ﺑﺎﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﻁﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻟﻐﻴﺎﺏ ﻋﻦ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ‪ ،‬ﻭﺿﻌﻒ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻷﻏﺎ‪ ،‬ﻭﺃﺑﻮ‬
‫ﻧﺎھﻴﺔ )‪ (1989‬ﻟﻀﻌﻒ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪ .‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﺎ ﻭﺍﻟﺮﺑﻌﻲ )‪ (2006‬ﻟﻤﺸﻜﻠﺔ ﺇﺗﺒﺎﻉ ﺑﻌﺾ‬
‫ﺍﻷﺳﺎﺗﺬﺓ ﺃﺳﻠﻮﺑﺎ ﻣﻤﻼ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻋﺪﻡ ﺍھﺘﻤﺎﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺑﺎﻟﻤﺸﻜﻼﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻄﻼﺏ‪ ،‬ﻭﺻﻌﻮﺑﺔ ﺗﻮﺻﻴﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺇﻟﻰ‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ -5‬ﺣﺼﻞ ﺑﻌﺪ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻨﺨﻔﻀﺔ‪ ،‬ﻭﺗﺒﻴﻦ ﻋﺪﻡ ﺭﺿﻰ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺍﻟﻘﺎﻋﺎﺕ ﻭﺗﻬﻴﺌﺘﻬﺎ‬
‫ﻭﺗﻮﻓﺮ ﺍﻟﻤﺮﺍﺟﻊ ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺪﺭﺍﺳﻲ ﺑﺸﻜﻞ ﻋﺎﻡ‪ .‬ﻭھﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺗﻘﺘﺮﺏ ﻣﻦ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻜﺒﻴﺴﻲ ﻭﺍﻟﺠﻨﺎﺑﻲ‬
‫)‪ (1986‬ﻟﺨﻮﻑ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﻋﺪﻡ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻷﻏﺎ ﻭﺃﺑﻮ ﻧﺎھﻴﺔ )‪ (1989‬ﻟﻮﺟﻮﺩ ﻣﺸﻜﻠﺔ ﻓﻲ ﺍﻟﻨﻈﺎﻡ‬
‫ﺍﻷﻛﺎﺩﻳﻤﻲ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﻘﻴﺴﻲ )‪ (2014‬ﻻﺭﺗﻔﺎﻉ ﺃﺳﻌﺎﺭ ﺍﻟﻜﺘﺐ ﻭﻗﻠﺔ ﻧﻈﺎﻓﺔ ﺍﻟﻤﺮﺍﻓﻖ ﻭﺗﻬﻴﺌﺘﻬﺎ‪.‬‬
‫‪ -6‬ﺣﺼﻞ ﺑﻌﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻨﺨﻔﻀﺔ‪ ،‬ﻭﺣﺼﻠﺖ ﻛﻞ ﻓﻘﺮﺍﺗﻪ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﻣﻨﺨﻔﻀﺔ ﻓﻲ ﺍﻻﺳﺘﺒﻴﺎﻥ‬
‫ﻛﻜﻞ‪ .‬ﻭﻋﺒﺮ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺗﺴﻮﺩھﺎ ﺍﻟﻔﻮﺿﻰ ﻭﺍﻧﻌﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺃﻧﻬﺎ ﻏﻴﺮ ﻣﻬﺘﻤﺔ ﺑﺸﺆﻭﻥ ﺍﻟﻄﻠﺒﺔ ﻭﻻ‬
‫ﺗﺴﺘﻤﻊ ﻻﻧﺸﻐﺎﻻﺗﻬﻢ ﻭﻏﻴﺮ ﻣﻬﺘﻤﺔ ﺑﺤﻞ ﻣﺸﻜﻼﺗﻬﻢ‪ ،‬ﻭﻻ ﺗﺒﺬﻝ ﻣﺠﻬﻮﺩﺍﺕ ﻭﻻ ﺗﻮﻓﺮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ‪ .‬ﻭھﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺗﻮﺍﻓﻖ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﺍﻟﻜﺒﻴﺴﻲ ﻭﺍﻟﺠﻨﺎﺑﻲ )‪ (1986‬ﻟﻀﻌﻒ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻹﺩﺍﺭﺓ ﻭﺩﺭﺍﺳﺔ ﺍﻷﻏﺎ ﻭﺃﺑﻮ ﻧﺎھﻴﺔ‬
‫)‪ (1989‬ﻟﻮﺟﻮﺩ ﻣﺸﻜﻠﺔ ﻓﻲ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﺎﺩﻳﻤﻲ‪.‬‬
‫‪ -7‬ﻛﺸﻔﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﺑﻴﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ .‬ﻭھﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﻮﺍﻓﻖ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻘﻴﺴﻲ )‪ ،(2014‬ﻭﺍﻟﺴﻌﺎﻳﺪﺓ‪ ،‬ﻭﺍﻟﻌﻮﺍﻭﺩﺓ‪ ،‬ﻭﺍﻟﺤﺪﻳﺪﻱ‬
‫)‪ .(2015‬ﻭﺗﺨﺎﻟﻒ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﺎ ﻭﺍﻟﺮﺑﻌﻲ )‪ (2006‬ﺍﻟﺘﻲ ﻭﺟﺪﺕ ﻓﺮﻭﻗﺎ ﻟﺼﺎﻟﺢ ﺍﻹﻧﺎﺙ ﻭﺩﺭﺍﺳﺔ‬
‫ﺍﻟﻨﺠﺎﺭ)‪ (2009‬ﺍﻟﺘﻲ ﻭﺟﺪﺕ ﻓﺮﻭﻗﺎ ﻟﺼﺎﻟﺢ ﺍﻟﺬﻛﻮﺭ‪.‬‬
‫‪ -8‬ﺑﻴﻨﻤﺎ ﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻧﻪ ﻳﻮﺟﺪ ﻓﺮﻕ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﺑﻴﻦ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﻓﻲ ﻧﻈﺮﺗﻬﻢ ﻟﻠﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ .‬ﻭھﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﺨﺎﻟﻒ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺩﺭﺍﺳﺔ ﺍﻟﺒﻨﺎ ﻭﺍﻟﺮﺑﻌﻲ‬
‫)‪ ،(2006‬ﻭﺩﺭﺍﺳﺔ ﺳﻠﻴﻤﺎﻥ‪ ،‬ﻭﺍﻟﺼﻤﺎﺩﻱ )‪.(2008‬‬
‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺍھﺘﻤﺎﻡ ﺃﻛﺜﺮ‪ ،‬ﻭﻋﻨﺎﻳﺔ ﺃﻓﻀﻞ ﻟﻜﻲ ﺗﺘﺤﻘﻖ ﻏﺎﻳﺎﺕ ﻭﺃھﺪﺍﻑ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ‪ ،‬ﻭﻻﺑﺪ ﻣﻦ ﺍﻟﻨﻈﺮ ﻓﻲ ﻭﺍﻗﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﻣﺨﺘﻠﻒ ﺍﻟﺠﻮﺍﻧﺐ ﻭﺗﺸﺨﻴﺺ ﻣﺨﺘﻠﻒ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺣﻠﻮﻝ ﻟﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺮﻗﻲ ﺑﺎﻟﻮﺍﻗﻊ ﺍﻟﺪﺭﺍﺳﻲ ﺇﻟﻰ ﻣﺎ ھﻮ ﺃﻓﻀﻞ ﻭﺃﺣﺴﻦ‪ .‬ﻓﺎﻟﻤﻌﺮﻓﺔ ھﻲ‬
‫ﺳﺒﻴﻞ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻭﺃﺳﺎﺱ ﺍﺯﺩھﺎﺭ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫ﺍﻟﻤﺮﺍﺟﻊ‬
‫‪ -‬ﺑﺮﺍھﻤﻲ‪ ،‬ﻭﺭﻳﺪﺓ )‪ .(2005‬ﺍﻟﻤﻌﻮﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻸﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﻭﺃﺛﺮھﺎ ﻋﻠﻰ ﺃھﺪﺍﻑ ﺍﻟﻤﺆﺳﺴﺔ‬
‫ﺍﻟﺠﺎﻣﻌﻴﺔ‪ .‬ﻣﺬﻛﺮﺓ ﻣﻜﻤﻠﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﺗﺨﺼﺺ‪ :‬ﺗﻨﻈﻴﻢ ﻭﻋﻤﻞ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣﻴﺔ­ ﻗﺴﻢ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﺍﻟﺠﺰﺍﺋﺮ‪ :‬ﺟﺎﻣﻌﺔ ﺍﻟﺤﺎﺝ ﻟﺨﻀﺮ ﺑﺎﺗﻨﺔ‪.‬‬
‫‪ -‬ﺍﻟﺒﻨﺎ ﺃﻧﻮﺭ ﺣﻤﻮﺩﻩ‪ ،‬ﻭﺍﻟﺮﺑﻌﻲ ﻋﺎﺋﺪ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ )‪ .(2006‬ﻣﺸﻜﻼﺕ ﻁﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺼﻰ ﺑﻐﺰﺓ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﺍﻟﻄﻠﺒﺔ‪ .‬ﻣﺠﻠﺔ ﺍﻟﺠﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ )ﺳﻠﺴﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ( ﺍﻟﻤﺠﻠﺪ ‪ .537-505 ،(2) 14‬ﺗﺎﺭﻳﺦ‬
‫ﺍﻻﺳﺘﺮﺟﺎﻉ ‪ 18‬ﻧﻮﻓﻤﺒﺮ ‪، 2017‬ﻣﻦ‪http://journals.iugaza.edu.ps/index:‬‬
‫‪ -‬ﺍﻟﺤﻜﻤﻲ‪ ،‬ﺇﺑﺮﺍھﻴﻢ ﺍﻟﺤﺴﻦ )‪ .(2002‬ﺍﻟﻜﻔﺎءﺍﺕ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻟﻤﺘﻄﻠﺒﺔ ﻟﻸﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻁﻼﺑﻪ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺑﺒﻌﺾ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺑﻜﻠﻴﺘﻲ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺑﺠﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪ ،‬ﺍﻟﻄﺎﺋﻒ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ .‬ﻣﺠﻠﺔ ﺭﺳﺎﻟﺔ‬
‫ﺍﻟﺨﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ )‪.68-1 ،(90‬‬
‫‪ -‬ﺭﺷﻮﺍﻥ ﺃﺣﻤﺪ‪ ،‬ﻭﺣﺴﻴﻦ ﻋﺒﺪ ﺍﻟﺤﻤﻴﺪ )‪ .(2006‬ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻤﻌﻠﻢ ﻣﻦ ﻣﻨﻈﻮﺭ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‪.‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ :‬ﻣﺆﺳﺴﺔ ﺷﺒﺎﺏ ﺍﻟﺠﺎﻣﻌﺔ‪.‬‬
‫‪ -‬ﺯﻳﻦ‪ ،‬ﻳﺎﺳﻴﻦ )‪ .(2010‬ﻣﺸﻜﻼﺕ ﻁﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‪ .‬ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻨﺠﺎﺡ ﻟﻸﺑﺤﺎﺙ ‪-‬‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ‪ -‬ﺍﻟﻤﺠﻠﺪ ‪.40-1 ،(2)24‬‬
‫‪ -‬ﺍﻟﺴﻌﺎﻳﺪﺓ‪ ،‬ﺟﻬﺎﺩ ﻋﻠﻲ‪ ،‬ﻭﺍﻟﻌﻮﺍﻭﺩﺓ‪ ،‬ﺃﻣﻞ‪ ،‬ﻭﺍﻟﺤﺪﻳﺪﻱ‪ ،‬ھﻨﺎء)‪ .(2015‬ﻣﺸﻜﻼﺕ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻮﺍﻓﺪﻳﻦ ﻣﻦ ﺩﻭﻝ‬
‫ﺍﻟﺨﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮھﻢ‪.‬ﺍﻷﺭﺩﻥ‪ :‬ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﺍﻟﻤﺠﻠّﺪ ‪ .64-49 ،(1) 42‬ﺗﺎﺭﻳﺦ ﺍﻻﺳﺘﺮﺟﺎﻉ ‪19‬ﻧﻮﻓﻤﺒﺮ ‪، 2017‬‬
‫ﻣﻦ‪https://journals.ju.edu.jo/DirasatHum/article/viewFile/9183/4425 :‬‬
‫‪ -‬ﺳﻜﺮﺍﻥ‪ ،‬ﻣﺤﻤﺪ )‪ .(2001‬ﺍﻟﻄﺎﻟﺐ ﻭﺍﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ‪ .‬ﺍﻟﻘﺎھﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪.‬‬
‫‪ -‬ﺳﻠﻴﻤﺎﻥ‪ ،‬ﺷﺎھﺮ ﺧﺎﻟﺪ‪ ،‬ﻭﺍﻟﺼﻤﺎﺩﻱ‪ ،‬ﻣﺤﻤﺪ ﻋﺒﺪ ﷲ )‪ .(2008‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻟﺪﻯ ﻁﻼﺏ ﻛﻠﻴﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ‬
‫ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻓﻲ ﺿﻮء ﻣﺘﻐﻴﺮﻱ ﺍﻟﺘﺨﺼﺺ ﻭﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻣﺠﻠﺔ ﺭﺳﺎﻟﺔ ﺍﻟﺨﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ )‪.90-1 ،(109‬‬
‫‪ -‬ﻁﻌﻤﻴﺔ‪ ،‬ﺃﺣﻤﺪ ﺭﺷﺪﻱ‪ ،‬ﻭﺍﻟﺒﻨﺪﺭﻱ‪ ،‬ﻣﺤﻤﺪ ﺳﻠﻴﻤﺎﻥ )‪ .(2004‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺠﺎﻣﻌﻲ ﺑﻴﻦ ﺍﻟﻮﺍﻗﻊ ﻭﺭﺅﻯ ﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﻁ‪ .1‬ﺍﻟﻘﺎھﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﺑﻲ‪.‬‬
‫‪ -‬ﻋﺒﻮﺩ‪ ،‬ﺣﺎﺭﺙ‪ ،‬ﻭﺣﻤﺪﻱ‪ ،‬ﻧﺮﺟﺲ )‪ .(2009‬ﺍﻻﺗﺼﺎﻝ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ -‬ﻋﻮﺍﺷﺮﻳﺔ‪ ،‬ﺍﻟﺴﻌﻴﺪ )‪ .(2003‬ﺗﻘﻮﻳﻢ ﻣﺴﺘﻮﻯ ﺗﺤﻜﻢ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﺑﻌﺾ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ :‬ﺩﺭﺍﺳﺔ‬
‫ﻧﻈﺮﻳﺔ ﻭﻣﻴﺪﺍﻧﻴﺔ‪ .‬ﻓﻌﺎﻟﻴﺎﺕ ﺍﻟﻤﻠﺘﻘﻰ ﺍﻟﻮﻁﻨﻲ‪ :‬ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﺘﺮﺑﻮﻱ ﻓﻲ ﺍﻟﻤﻨﻈﻮﻣﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ﻭﺍﻗﻌﻪ ﻭﺳﺒﻞ ﺗﻄﻮﻳﺮﻩ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺤﻘﻮﻕ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻷﻏﻮﺍﻁ‪ ،‬ﻳﻮﻣﻲ ‪7‬ﻭ‪ 8‬ﺩﻳﺴﻤﺒﺮ‪.‬ﺹ‪.205-187 .‬‬
‫‪ -‬ﻓﺮﺝ‪ ،‬ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻁﻪ )‪ .(1988‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻗﻀﺎﻳﺎ ﺍﻟﻌﺼﺮ‪ .‬ﻁ ‪ .5‬ﻣﺼﺮ‪ :‬ﺩﺍﺭ ﺍﻟﻤﻌﺎﺭﻑ‪.‬‬
‫‪ -‬ﻗﺮﻳﺸﻲ‪ ،‬ﻋﺒﺪ ﺍﻟﻜﺮﻳﻢ‪ ،‬ﻭﺃﺑﻲ ﻣﻮﻟﻮﺩ‪ ،‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪ .(2003‬ﺗﻘﻴﻴﻢ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻤﺪﺭﺱ‪ :‬ﺩﺭﺍﺳﺔ ﻧﻈﺮﻳﺔ ﻭﻣﻴﺪﺍﻧﻴﺔ‪.‬‬
‫ﻓﻌﺎﻟﻴﺎﺕ ﺍﻟﻤﻠﺘﻘﻰ ﺍﻟﻮﻁﻨﻲ‪ :‬ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﺘﺮﺑﻮﻱ ﻓﻲ ﺍﻟﻤﻨﻈﻮﻣﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ﻭﺍﻗﻌﻪ ﻭﺳﺒﻞ ﺗﻄﻮﻳﺮﻩ ﻛﻠﻴﺔ ﺍﻟﺤﻘﻮﻕ ﻭﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺠﺰﺍﺋﺮ‪ :‬ﺟﺎﻣﻌﺔ ﺍﻷﻏﻮﺍﻁ‪ ،‬ﻳﻮﻣﻲ ‪ 7‬ﻭ‪ 8‬ﺩﻳﺴﻤﺒﺮ‪.205-87،‬‬
‫‪ -‬ﺍﻟﻘﻴﺴﻲ‪ ،‬ﻟﻤﺎ ﻣﺎﺟﺪ ﻣﻮﺳﻰ )‪ .(2014‬ﻣﺸﻜﻼﺕ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻣﻌﻲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻄﻔﻴﻠﺔ ﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ‬
‫ﺍﻟﻘﺪﺱ ﺍﻟﻤﻔﺘﻮﺣﺔ ﻟﻸﺑﺤﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺪ ‪ .392-365 ،(6) 2‬ﺗﺎﺭﻳﺦ ﺍﻻﺳﺘﺮﺟﺎﻉ ‪19‬‬
‫ﻧﻮﻓﻤﺒﺮ ‪ ،2017‬ﻣﻦ‪http://journals.qou.edu/index.php/nafsia :‬‬
‫‪ -‬ﻣﺎھﺮ‪ ،‬ﻣﺤﻤﺪ ﺩﺍﻭﺩ )‪ .(2006‬ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺠﺎﻣﻌﻲ‪ :‬ﺃﺳﺴﻪ ﻭﺑﻨﺎء ﺑﺮﺍﻣﺠﻪ‪ .‬ﻁ‪ ،1‬ﺍﻷﺭﺩﻥ‪ ،‬ﻋﻤﺎﻥ‪:‬‬
‫ﻣﻜﺘﺒﺔ ﺍﻟﻔﻼﺡ‪.‬‬
‫‪ -‬ﺍﻟﻤﺮﺯﻡ ﺍﻟﺴﺒﻴﻌﻲ‪ ،‬ﺧﺎﻟﺪ ﺑﻦ ﺻﺎﻟﺢ )‪ .(2006‬ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﺘﻲ ﻳﻤﺎﺭﺳﻬﺎ ﺃﻋﻀﺎء ھﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻓﻲ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﺳﻌﻮﺩ ﻭﻭﺳﺎﺋﻞ ﺗﻔﻌﻴﻠﻬﺎ‪ ،‬ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﺳﻌﻮﺩ‪ .‬ﺭﺳﺎﻟﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ )‪.215-135،(26‬‬
‫‪ -‬ﻣﻌﻤﺮﻳﺔ‪ ،‬ﺑﺸﻴﺮ )‪ .(2007‬ﺑﺤﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻣﺘﺨﺼﺼﺔ ﻓﻲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪ .‬ﺍﻟﺠﺰﺍﺋﺮ‪ :‬ﻣﻨﺸﻮﺭﺍﺕ ﺍﻟﺤﺒﺮ‪.‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬

 ‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﺪرﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺠﺎﻣﻌﻲ )درﺍﺳﺔ ﻣﯿﺪﺍﻧﯿﺔ(‬

‫‪ -‬ﻣﻨﺼﻮﺭﻱ‪ ،‬ﻋﺒﺪ ﺍﻟﺤﻖ )‪ .(1996‬ﺳﻠﻮﻙ ﺍﻟﻤﻌﻠﻢ ﻭﺇﻧﺠﺎﺯ ﺍﻟﻤﺘﻌﻠﻢ )ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻣﺮﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ(‪.‬‬
‫ﺃﻁﺮﻭﺣﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺩﻛﺘﻮﺭﺍﻩ ﻓﻲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺍﻟﺠﺰﺍﺋﺮ‪ :‬ﺟﺎﻣﻌﺔ ﻭھﺮﺍﻥ‪.‬‬
‫‪ -‬ﺑﺮﺍﺣﻞ‪ ،‬ﻋﻠﻲ‪ ،‬ﻭﺑﻌﺰﻱ‪ ،‬ﺳﻤﻴﺔ‪ ،‬ﻭﺳﻠﻄﺎﻧﻲ ﺍﻟﻮﻳﺰﺓ )‪ .(2014‬ﺩﺭﺍﺳﺔ ﺗﻘﻴﻴﻤﻴﺔ ﻟﻤﺪﻯ ﻓﻌﺎﻟﻴﺔ ﻧﻈﺎﻡ ﻝ‪.‬ﻡ‪.‬ﺩ‪.‬‬
‫)‪ (LMD‬ﻓﻲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺿﻮء ﺁﺭﺍء ﺍﻷﺳﺎﺗﺬﺓ ﻭﺍﻟﻄﻠﺒﺔ‪ .‬ﺍﻟﺠﺰﺍﺋﺮ‪ :‬ﺍﻟﻤﺆﺳﺴﺔ ﺍﻟﻮﻁﻨﻴﺔ ﻟﻠﻔﻨﻮﻥ‬
‫ﺍﻟﻤﻄﺒﻌﻴﺔ‪.‬‬
‫‪-‬ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﻨﻰ ﻋﺒﺪ ﺍﻟﻮھﺎﺏ )‪ .(2009‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﻁﻠﺒﺔ ﺍﻟﻤﺴﺘﻮﻯ‬
‫ﺍﻟﺮﺍﺑﻊ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻷﺯھﺮ ﺑﻐﺰﺓ ﺍﻟﻤﺘﺪﺭﺑﻴﻦ ﻓﻲ ﻣﺪﺍﺭﺱ ﻣﺤﺎﻓﻈﺎﺕ ﻏﺰﺓ‪ .‬ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻷﺯھﺮ ﺑﻐﺰﺓ‪،‬‬
‫ﺳﻠﺴﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺪ ‪.94-63 ،(2) 11‬‬

‫‪ARAB JOURNAL OF PSYCHOLOGY, Issue 5, Summer 2018‬‬